<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922017000500705</article-id>
<article-id pub-id-type="doi">10.20396/etd.v19i4.8646355</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[After in defence of the school: an interview with Jan Masschelein and Maarten Simons]]></article-title>
<article-title xml:lang="pt"><![CDATA[Depois de em defesa da escola: uma entrevista com Jan Masschelein e Maarten Simons]]></article-title>
<article-title xml:lang="es"><![CDATA[Después de defensa de la escuela: una entrevista con Jan Masschelein e Maarten Simons]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Alexandre Filordi de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquino]]></surname>
<given-names><![CDATA[Julio Groppa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>19</volume>
<numero>4</numero>
<fpage>705</fpage>
<lpage>719</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922017000500705&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922017000500705&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922017000500705&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The intent of the interview with the authors of In defence of the school was debating the reception of such book in the context of educational research in Brazil. On one hand, the very outreach of the idea of defending the school was inquired, taking into account the socio-historical context which still circumscribes the school in the functional register of State apparatus. On the other hand, and as a consequence, once again was called into question the book&#8217;s theoretical horizon, capable of substantiating the defence of the school as res publica. On both fronts, the interview ends up shedding some light to a triple problematization: a) the impasses as to what arguing in favor of formal education nowadays means; b) the consequences of school practice being thought only according to a theoretical-pedagogical dimension, as the authors maintain; c) the constant tension existing between the actualization of historical experiences in the multiplicity of school context and the presupposition of thinking of a general school model. Stemming from the interview, either the opponents or the proponents of Masschelein and Simons&#8217; theses obtain new tools to rethink the ethico-political contours of In defence of the school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O intuito da entrevista com os autores de Em defesa da escola foi o de debater a recep&#231;&#227;o da referida obra no contexto das pesquisas em educa&#231;&#227;o no Brasil. Por um lado, tratou-se de indagar pelo pr&#243;prio alcance da ideia de defender a escola, levando em considera&#231;&#227;o um contexto s&#243;cio-hist&#243;rico que ainda circunscreve a escola no registro funcional de aparelho de Estado. Por outro lado, e como consequ&#234;ncia, recolocou-se em quest&#227;o o horizonte te&#243;rico do livro, capaz de sustentar a defesa da escola como res publica. Em ambas as frentes, a entrevista acaba por lan&#231;ar luz a uma tr&#237;plice problematiza&#231;&#227;o: a) os impasses acerca do que significa argumentar em favor da educa&#231;&#227;o formal na contemporaneidade; b) as consequ&#234;ncias de se pensar a pr&#225;tica escolar apenas segundo uma dimens&#227;o te&#243;rico-pedag&#243;gica, como defendem os autores; c) a constante tens&#227;o existente entre atualiza&#231;&#227;o das experi&#234;ncias hist&#243;ricas na multiplicidade do contexto escolar e a pressuposi&#231;&#227;o de se pensar um modelo geral de escola. A partir da presente entrevista, tanto os cr&#237;ticos quanto os signat&#225;rios das teses de Masschelein e Simons ganham novas ferramentas para repensar os contornos &#233;tico-pol&#237;ticos de Em defesa da escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El prop&#243;sito de la entrevista con los autores de Defensa de la escuela fue debatir la recepci&#243;n de esta obra en el contexto de las investigaciones sobre educaci&#243;n en Brasil. Por un lado, se trat&#243; de indagar el propio alcance de la idea de defender la escuela, teniendo en consideraci&#243;n un contexto socio-hist&#243;rico que a&#250;n circunscribe a la escuela en el registro funcional del aparato de Estado. Por otro lado, y como consecuencia, se volvi&#243; a colocar en cuesti&#243;n el horizonte te&#243;rico del libro, capaz de sustentar la defensa de la escuela como res p&#250;blica. En ambos frentes, la entrevista culmina dando luz a una triple problematizaci&#243;n: a) los impasses acerca de lo que significa argumentar a favor de la educaci&#243;n formal en la contemporaneidad; b) las consecuencias de pensar la pr&#225;ctica escolar s&#243;lo como una dimensi&#243;n te&#243;rico-pedag&#243;gica, como defienden los autores; c) la constante tensi&#243;n existente entre actualizaci&#243;n de las experiencias hist&#243;ricas en la multiplicidad del contexto escolar y la presuposici&#243;n de pensar un modelo general de escuela. A partir de la presente entrevista, tanto los cr&#237;ticos como quienes suscriben las tesis de Masschelein y Simons, ganan nuevas herramientas para repensar los contornos &#233;tico-pol&#237;ticos de Defensa de la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Jan Masschelein]]></kwd>
<kwd lng="en"><![CDATA[Maarten Simons]]></kwd>
<kwd lng="en"><![CDATA[In Defence of the School]]></kwd>
<kwd lng="en"><![CDATA[Interview]]></kwd>
<kwd lng="pt"><![CDATA[Jan Masschelein]]></kwd>
<kwd lng="pt"><![CDATA[Maarten Simons]]></kwd>
<kwd lng="pt"><![CDATA[Em Defesa da Escola]]></kwd>
<kwd lng="pt"><![CDATA[Entrevista]]></kwd>
<kwd lng="es"><![CDATA[Jan Masschelein]]></kwd>
<kwd lng="es"><![CDATA[Maarten Simons]]></kwd>
<kwd lng="es"><![CDATA[Defensa de la Escuela]]></kwd>
<kwd lng="es"><![CDATA[Entrevista]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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