<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782022000100250</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782022270075</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La organización colectiva y las relaciones intersubjetivas de tres aulas comunitarias de Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[THE COLLECTIVE ORGANIZATION AND INTERSUBJECTIVE RELATIONSHIPS OF THREE COMMUNITY CLASSROOMS IN CHILE]]></article-title>
<article-title xml:lang="pt"><![CDATA[A ORGANIZAÇÃO COLECTIVA E AS RELAÇÕES INTERSUBJECTIVAS DE TRÊS SALAS DE AULA COMUNITÁRIAS NO CHILE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dávila]]></surname>
<given-names><![CDATA[Gianina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bastías]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[Bessie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Astorga]]></surname>
<given-names><![CDATA[Blanca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Arturo Prat  ]]></institution>
<addr-line><![CDATA[Iquique ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Academia de Humanismo Cristiano  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782022000100250&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782022000100250&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782022000100250&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La investigación tuvo por objetivo describir las formas de organización colectiva y las relaciones intersubjetivas de reconocimiento que se generan entre los actores de tres experiencias de aulas comunitarias, sustentadas en principios de justicia social y pedagogía dialógica, desarrolladas en escuelas públicas de Chile. Desde el diseño metodológico denominado Investigación Dialógica - kishu kimkelay ta che -, definido desde el paradigma participativo como una investigación-acción participativa, se implicó a los actores de las comunidades educativas, tales como profesores de la escuela, docentes y estudiantes universitarios, madres, niños y niñas, en la construcción conjunta del conocimiento. Se logró establecer que: surgen nuevas formas de organización de trabajo más horizontales, en articulación con agentes e instituciones externas, así como también apertura a nuevos espacios educativos propios del territorio, lo que favoreció alcanzar reconocimiento reciproco entre las personas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The research aimed to describe the forms of collective organization and the intersubjective relations of recognition that are generated among the actors of three community classroom experiences, based on principles of social justice and dialogical pedagogy, developed in public schools in Chile. From the methodological design called dialogic - kishu kimkelay ta che investigation, defined from the participatory paradigm as a participatory action-research, the actors of the educational communities were involved, such as schoolteachers, university teachers and students, mothers, boys and girls, in the co-construction of knowledge. It was possible to establish that: new forms of more horizontal work organization emerge, in coordination with external agents and institutions, as well as opening up to new educational spaces typical of the territory, which favoured achieving reciprocal recognition among people.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo da pesquisa foi descrever as formas de organização coletiva e as relações intersubjetivas de reconhecimento geradas entre os atores em três experiências de aulas comunitárias, baseadas em princípios de justiça social e pedagogia dialógica, desenvolvidas nas escolas públicas do Chile. Do desenho metodológico chamado Pesquisa Dialógica - kishu kimkelay ta che, definido a partir do paradigma participativo como uma ação-pesquisa participativa, os atores das comunidades educacionais, tais como professores, professores universitários e estudantes, mães, meninos e meninas, estavam envolvidos na construção conjunta do conhecimento. Foi possível estabelecer que: surgiram novas formas mais horizontais de organização do trabalho, em articulação com agentes e instituições externas, assim como a abertura a novos espaços educacionais dentro do território, o que favoreceu a conquista do reconhecimento recíproco entre as pessoas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[justicia social]]></kwd>
<kwd lng="es"><![CDATA[pedagogía dialógica]]></kwd>
<kwd lng="es"><![CDATA[escuelas públicas]]></kwd>
<kwd lng="es"><![CDATA[relación con la comunidad escolar]]></kwd>
<kwd lng="es"><![CDATA[cambio educativo]]></kwd>
<kwd lng="en"><![CDATA[social justice]]></kwd>
<kwd lng="en"><![CDATA[dialogic pedagogy]]></kwd>
<kwd lng="en"><![CDATA[school publics]]></kwd>
<kwd lng="en"><![CDATA[school community relationship]]></kwd>
<kwd lng="en"><![CDATA[educational change]]></kwd>
<kwd lng="pt"><![CDATA[justiça social]]></kwd>
<kwd lng="pt"><![CDATA[pedagogía dialógica]]></kwd>
<kwd lng="pt"><![CDATA[escolas públicas]]></kwd>
<kwd lng="pt"><![CDATA[relação com a comunidade escolar]]></kwd>
<kwd lng="pt"><![CDATA[mudança educacional]]></kwd>
</kwd-group>
</article-meta>
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