<?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>S1517-97022021000100507</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202147246094</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação, redistribuição e reconhecimento: contribuições do pensamento de Nancy Fraser para a debate sobre justiça]]></article-title>
<article-title xml:lang="en"><![CDATA[Education, redistribution and recognition: contributions of Nancy Fraser&#8217;s thought to the justice debate]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Swamy de Paula Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022021000100507&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022021000100507&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022021000100507&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo discute as contribuições da filósofa e ativista norte-americana Nancy Fraser para o debate sobre redistribuição e reconhecimento, analisando possíveis repercussões na relação entre justiça e educação. O debate ora apresentado tem sido um dos mais fecundos nas ciências sociais nos últimos anos, com forte repercussão para as políticas sociais e educacionais. A questão é compreender em que medida as políticas priorizam aspectos mais universais, com foco no conceito de equidade e em seus desdobramentos, ou ações de reconhecimento de identidades, pauta que tem ganhado centralidade, inclusive, nos discursos educacionais a partir do debate sobre gênero. Conhecida pela sua atuação no debate sobre feminismo, Fraser tem como um de seus focos de análise a organização dos discursos e das ações políticas no contexto das lutas nacionais e transnacionais. A partir das contribuições de Fraser, busca-se compreender as tensões deste debate e as perspectivas conciliatórias entre as duas correntes. Ao final, procura-se refletir sobre como redistribuição e reconhecimento influenciam o debate educacional, especialmente no momento social e político contemporâneo. De tendência conciliadora, Fraser aponta a possibilidade de pontes entre ações políticas que valorizem as identidades dos sujeitos e as que fortaleçam lutas históricas ligadas à universalização de direitos e da justa distribuição financeira que, em países como o Brasil, ainda estão longe de serem temas de um passado distante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses the contributions of American philosopher and activist Nancy Fraser to the debate on redistribution and recognition, analyzing possible repercussions on the relationship between justice and education. The debate presented here has been one of the most fruitful in the social sciences in recent years, with strong impact on social and educational policies. It is all about understanding to what extent policies prioritize more universal aspects, focusing on the concept of equity and its consequences, or actions to recognize identities, an agenda that has gained centrality, including educational discourses stemming from the debate on gender. Known for her role in the debate on feminism, in her analyses Fraser has focused on the organization of discourses and political actions in the context of national and transnational struggles. Based on Fraser&#8217;s contributions, we seek to understand the tensions of this debate and the conciliatory perspectives between the two strands. Eventually, we seek to reflect on how redistribution and recognition influence the educational debate, especially in the contemporary social and political context. With a conciliatory tendency, Fraser points the possibility of bridges between politcal actions that enhance the identities of subjects and those that strengthen historical struggles linked to the universalization of rights and fair financial distributions that, in countries like Brazil, are still far from being themes of a distant past.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Reconhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Redistribuição]]></kwd>
<kwd lng="en"><![CDATA[Edcucation]]></kwd>
<kwd lng="en"><![CDATA[Recognition]]></kwd>
<kwd lng="en"><![CDATA[Redistribution]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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