<?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>S0104-70432021000300327</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2021.v30.n63.p327-342</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESCOLA PÚBLICA ESTATAL E A FORMAÇÃO HUMANA]]></article-title>
<article-title xml:lang="en"><![CDATA[STATE PUBLIC SCHOOL AND HUMAN FORMATION]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCUELA PÚBLICA ESTATAL Y FORMACIÓN HUMANA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Eraldo Leme]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonzalez]]></surname>
<given-names><![CDATA[Jeferson Anibal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Lidiane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Grupo de Estudos e Pesquisas História, Sociedade e Educação no Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>63</numero>
<fpage>327</fpage>
<lpage>342</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432021000300327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432021000300327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432021000300327&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, buscamos analisar o papel da escola pública no processo de transmissão do conhecimento e sua importância para a formação plena do ser humano. Partimos do pressuposto que a escola pública é fundamental para a educação dos filhos da classe trabalhadora, porém, a compreendemos como espaço permanente de luta de classe. Neste sentido, consideramos importante a transmissão do conhecimento científico historicamente acumulado pela sociedade, pois é a partir de reflexões e análises sobre este saber científico que as crianças e jovens podem adquirir a consciência de classe, afastando-se da alienação. É por meio da conscientização da classe trabalhadora que se alcança o desmascaramento dos discursos ideológicos do Estado, revelando ainda o posicionamento que este toma ao &#8220;regular&#8221; os interesses antagônicos da sociedade capitalista. Por meio da pedagogia histórico-crítica e seu método materialista histórico-dialético analisamos a educação emancipatória, pautando o artigo em autores como Saviani, Freire, Marsiglia, entre outros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper analyzes the role of public school in knowledge transfer and its importance for a full human formation. We assume that public school is essential for the education of working-class children, but also understand it as a space of permanent class struggle. In this sense, we consider transfer of scientific knowledge historically accumulated by society essential, since reflection and analysis of that scientific knowledge allow children and young people to acquire class consciousness and reduce alienation. Raising awareness among the working class helps unmask the State&#8217;s ideological discourses and reveal the position it takes as it &#8220;regulates&#8221; the antagonistic interests of capitalist society. Based on historical-critical pedagogy and its dialectical materialistic historical method, we analyze emancipatory education and use authors such as Saviani, Freire and Marsiglia, among others, to write the present paper.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo, pretendemos analizar el papel de la escuela pública en el proceso de transmisión del conocimiento y su importancia para la formación plena del ser humano. Partimos de la premisa de que la escuela pública es fundamental para la educación de los hijos de la clase trabajadora, sin embargo, la comprendemos como un espacio permanente de lucha de clases. En este sentido, consideramos importante la transmisión del conocimiento científico históricamente acumulado por la sociedad, porque desde las reflexiones y el análisis de este saber científico tanto niños como adultos pueden adquirir la consciencia de clase, alejándose de la alienación. A través de la concientización de la clase trabajadora se llega al descubrimiento de los discursos ideológicos del Estado, revelando también la postura de este al &#8220;regular&#8221; los intereses antagónicos de la sociedad capitalista. A través de la pedagogía histórico-crítica y su método materialista histórico-dialéctico, analizamos la educación emancipadora, orientando el artículo en autores como Saviani, Freire, Marsiglia, entre otros.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[escola pública]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento científico]]></kwd>
<kwd lng="pt"><![CDATA[ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[emancipação humana]]></kwd>
<kwd lng="en"><![CDATA[public school]]></kwd>
<kwd lng="en"><![CDATA[scientific knowledge]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning methodology]]></kwd>
<kwd lng="en"><![CDATA[Human emancipation]]></kwd>
<kwd lng="es"><![CDATA[escuela pública]]></kwd>
<kwd lng="es"><![CDATA[conocimiento científico]]></kwd>
<kwd lng="es"><![CDATA[enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[emancipación humana]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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