<?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>S1517-97022020000100400</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202046213265</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Limites da tolerância na educação para a democracia: o programa Câmara Mirim - Plenarinho]]></article-title>
<article-title xml:lang="en"><![CDATA[The limits of toleration in an education for democracy: Camara Mirim Program &#8211; Plenarinho]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Ana Marusia Pinheiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022020000100400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022020000100400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022020000100400&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A democracia envolve participação política do cidadão, que, por sua vez, requer conhecimento e prática, obtidos com a educação. No entanto, ao abrirem-se os espaços de debate, deve-se esperar o surgimento de controvérsias, incluindo, paradoxalmente, atitudes antidemocráticas. Com públicos infantojuvenis, essa questão torna-se ainda mais problemática. O que deve ou não ser tolerado na educação para a democracia? Para responder a essa pergunta, a presente pesquisa faz a revisão bibliográfica dos conceitos de tolerância na teoria política e sua necessidade nas democracias recentes, com os desafios para a participação efetiva (cujos efeitos não são previsíveis) e a discussão do papel dos educadores acerca do que e como deve ser trabalhado na aprendizagem. A parte empírica foca o programa educativo Plenarinho, da Câmara dos Deputados, na ação Câmara Mirim, que incentiva a participação política de crianças e adolescentes por meio de um concurso de projetos de lei. É analisado o conteúdo de mais de 6 mil propostas enviadas entre 2006 e 2016, em busca de ideias intolerantes e se houve crescimento numérico nos anos mais recentes, em que se observa uma maior polarização política no Brasil e recrudescimento da intolerância. Os resultados apontam para a ocorrência pouco significativa de ideias não democráticas, que se mantiveram no patamar em 10 anos de Câmara Mirim. O dado mais interessante, contudo, está na presença considerável de propostas que visam justamente a combater a intolerância. Assim, junto com as recomendações da literatura, as próprias crianças apresentam a chave para lidar com o problema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Democracy involves the political participation of citizens, which in turn requires the knowledge and practice obtained from education. When opening spaces for debate, however, the appearance of controversy should be expected, paradoxically including anti-democratic attitudes. For young audiences, the matter becomes even more problematic. What should and should not be tolerated in an education for democracy? To answer that question, this research does a literature review on the concept of tolerance in political theory and its need in recent democracies, along with the challenges for effective participation (with unpredictable effects) and the discussion of the educators&#8217; role around what and how to work on for such apprenticeship. The empirical part focuses on the educational program Plenarinho (Little Plenary) from the Brazilian Chamber of Deputies, in the action Camara Mirim (Chamber for Kids), which encourages the political participation of children through a bill contest. The contents of over 6k proposals sent between 2006 and 2016 were analyzed in search for intolerant ideas, to find out if they had grown in numbers over recent years, in which a greater political polarization in Brazil and a resurgence of intolerance have been observed. The results point to an occurrence of non-democratic ideas that was not significant, keeping the same level throughout 10 years of Camara Mirim. The most interesting number is, however, the considerable presence of propositions aiming precisely at countering intolerance. Thus, along with the recommendations present in the literature, the children themselves present the key to deal with the problem.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação para a democracia]]></kwd>
<kwd lng="pt"><![CDATA[Tolerância]]></kwd>
<kwd lng="pt"><![CDATA[Participação política infantojuvenil]]></kwd>
<kwd lng="en"><![CDATA[Education for democracy]]></kwd>
<kwd lng="en"><![CDATA[Toleration]]></kwd>
<kwd lng="en"><![CDATA[Children&#8217;s political participation]]></kwd>
</kwd-group>
</article-meta>
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