<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432020000400227</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2020.v29.n60.p227-245</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O IDEAL DA EXCELÊNCIA ESCOLAR E OS CONFLITOS VIVIDOS PELO ALUNO DE CLASSES POPULARES]]></article-title>
<article-title xml:lang="en"><![CDATA[THE IDEAL OF THE SCHOOL EXCELLENCE AND THE CONFLICTS LIVED BY THE POPULAR CLASS STUDENT]]></article-title>
<article-title xml:lang="es"><![CDATA[LO IDEAL DE EXCELENCIA ESCOLAR Y LOS CONFLICTOS VIVIDOS POR EL ESTUDIANTE DE CLASE POPULAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Luciana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>29</volume>
<numero>60</numero>
<fpage>227</fpage>
<lpage>245</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432020000400227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432020000400227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432020000400227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo procura compreender o ideal da excelência escolar e a relação entre esse ideal e a história singular do estudante. Considera alguns conceitos da Psicanálise, sobretudo eu ideal, ideal do eu e supereu, para analisar os conflitos vividos pelos alunos diante das demandas idealizadas presentes em escolas de alto rendimento. Neste sentido, entre os esforços de adaptação ou a resistência aos modelos impostos, interessa-nos questionar a naturalização e o &#8220;peso&#8221; do ideal de excelência para a formação subjetiva do estudante de classes populares. Priorizamos a vivência daqueles que podem estar em posição inferiorizada, devido a um suposto distanciamento entre o capital cultural herdado da família e a cultura escolar. A partir da metodologia de levantamento bibliográfico, refletimos em torno da polissemia e da não consensualidade acerca do conceito de excelência escolar, de modo a ponderar como esse ideal contribui para promover uma espécie de vigilância social na escola. Por fim, consideramos a plasticidade da influência desses ideais, bem como acreditamos nos diferentes destinos subjetivos que podem ser dados à idealização escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article seeks to understand the ideal of school excellence and the relationship between that ideal and the student's unique history. It considers some concepts of Psychoanalysis, above all, the ideal self, the ideal of the self and the superego, to analyze the conflicts experienced by students in face of the idealized demands present in high-performance schools. In this sense, among the adaptation efforts or the resistance to the imposed models, we are interested in questioning the naturalization and the &#8220;weight&#8221; of the ideal of excellence for the subjective formation of the student from popular class. We prioritize the experience of those who may be in an inferior position, due to a supposed distance between the cultural capital inherited from the family and the school culture. Based on the bibliographic survey methodology, we reflect on the polysemy and the lack of consensus on the concept of school excellence, in order to consider how this ideal contributes to promoting a kind of social surveillance at school. Finally, we consider the plasticity of the influence of these ideals, as well as we believe in the different subjective destinations that can be given to school idealization.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo busca comprender el ideal de excelencia escolar y la relación entre ese ideal y la historia única del estudiante. Considera algunos conceptos del psicoanálisis, sobre todo, el yo ideal, el ideal del yo y el superego, para analizar los conflictos experimentados por los estudiantes frente a las demandas idealizadas presentes en las escuelas de alto rendimiento. En este sentido, entre los esfuerzos de adaptación o la resistencia a los modelos impuestos, estamos interesados &#8203;&#8203;en cuestionar la naturalización y el "peso" del ideal de excelencia para la formación subjetiva del alumno de clase popular. Priorizamos la experiencia de aquellos que pueden estar en una posición inferior, debido a una supuesta distancia entre el capital cultural heredado de la familia y la cultura escolar. Con base en la metodología de la encuesta bibliográfica, reflexionamos sobre la polisemia y la falta de consenso sobre el concepto de excelencia escolar, para considerar cómo este ideal contribuye a promover un tipo de vigilancia social en la escuela. Finalmente, consideramos la plasticidad de la influencia de estos ideales, así como creemos en los diferentes destinos subjetivos que se pueden dar a la idealización escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ideal da excelência escolar]]></kwd>
<kwd lng="pt"><![CDATA[Instâncias ideais]]></kwd>
<kwd lng="pt"><![CDATA[Idealização]]></kwd>
<kwd lng="pt"><![CDATA[Alunos de classes populares]]></kwd>
<kwd lng="pt"><![CDATA[Escolas de alto padrão acadêmico]]></kwd>
<kwd lng="en"><![CDATA[Ideal of school excellence]]></kwd>
<kwd lng="en"><![CDATA[Ideal instances]]></kwd>
<kwd lng="en"><![CDATA[Idealization]]></kwd>
<kwd lng="en"><![CDATA[Students from popular classes]]></kwd>
<kwd lng="en"><![CDATA[High academic standard schools]]></kwd>
<kwd lng="es"><![CDATA[Ideal de excelencia escolar]]></kwd>
<kwd lng="es"><![CDATA[Instancias ideales]]></kwd>
<kwd lng="es"><![CDATA[Idealización]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de clases populares]]></kwd>
<kwd lng="es"><![CDATA[Escuelas académicas altas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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