<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022013000100014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa Escola Ativa, escolas multisseriadas do campo e educação matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Knijnik]]></surname>
<given-names><![CDATA[Gelsa]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wanderer]]></surname>
<given-names><![CDATA[Fernanda]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A14">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[RS ]]></addr-line>
</aff>
<aff id="A14">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2013</year>
</pub-date>
<volume>39</volume>
<numero>01</numero>
<fpage>211</fpage>
<lpage>225</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022013000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022013000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022013000100014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo discute o Programa Escola Ativa (PEA), uma política pública de âmbito federal endereçada às escolas multisseriadas do campo, enfocando a área da matemática. O referencial teórico do estudo consiste em uma perspectiva etnomatemática concebida na interlocução com ideias da obra de maturidade de Wittgenstein e de Foucault. Deste, a principal noção utilizada é a de governamentalidade. O material de pesquisa abrange os documentos disponibilizados pelo PEA e questionários respondidos por professores responsáveis pelos cursos de formação no Estado do Rio Grande do Sul. Sua análise mostrou que há um tensionamento entre as orientações pedagógicas oferecidas aos professores e as atividades propostas aos alunos na área da matemática, e que o programa conduz a conduta dos professores, dos alunos e, de modo mais amplo, da população camponesa. Ao regular essa população, ele funciona como um dispositivo de governamento que institui uma visão despolitizada e romântica do campo, trivializa a necessidade de teorização para informar os processos educativos e posiciona a forma de vida camponesa em um patamar inferior ao da forma de vida urbana. Isso se expressa, de modo específico, na educação matemática, sobretudo na geometria: estratégias são postas em ação pelo PEA de modo a reforçar esse processo hierarquizante que é, no limite, um processo (re)produtor de desigualdades. Assim, a população urbana e a do campo acabam por ser significadas não só como diferentes, mas como desiguais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article discusses the Escola Ativa (Active School) Program (EAP), a federal public policy addressed to multi-seriated country schools, which has special focus on the area of mathematics. The theoretical framework for the study consists in an ethnomathematics perspective developed in dialogue with ideas from the later works of Wittgenstein and with those of Foucault. From the latter, the main notion utilized here is that of governmentality. The research material includes documents made available by the EAP and questionnaires filled by teachers responsible for formation courses in the State of Rio Grande do Sul. The analysis discloses a tension between the pedagogical guidelines offered to teachers and the activities proposed to the pupils in the area of mathematics, and also that the program steers the conduct of teachers, pupils and, more broadly, of the local population. By regulating this population, the program works as a government device that institutes a depoliticized and romantic view of the countryside, trivializes the need for theorization in the conception of educative processes, and situates life in the countryside at a level inferior to that of urban life. This is expressed in a more specific way in the mathematical education, particularly in geometry: strategies are put in motion by EAP in order to reinforce this hierarchizing process, which ultimately is a process of (re)production of inequalities. Therefore, the urban and country populations are signified not only as different, but as unequal.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Programa Escola Ativa]]></kwd>
<kwd lng="pt"><![CDATA[Escolas Multisseriadas do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Governamentalidade]]></kwd>
<kwd lng="en"><![CDATA[Escola Ativa Program]]></kwd>
<kwd lng="en"><![CDATA[Multi-Seriated Country Schools]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Education]]></kwd>
<kwd lng="en"><![CDATA[Governmentality]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Programa Escola Ativa, escolas multisseriadas do campo e  educa&ccedil;&atilde;o matem&aacute;tica.</h2> <h3>The Escola Ativa  Program, multi-seriated country schools and mathematical education.</h3>     <p>&nbsp;</p> <h4>Gelsa Knijnik, Fernanda Wanderer    <br> </h4> </font>      ]]></body><back>
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