<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000300880</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i3p880-908</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿QUÉ CONOCIMIENTO PARA QUIÉN? ITINERARIOS ESCOLARES, DISTRIBUCIÓN DEL CONOCIMIENTO Y JUSTICIA ESCOLAR]]></article-title>
<article-title xml:lang="pt"><![CDATA[QUE CONHECIMENTO PARA QUEM? ITINERÁRIOS ESCOLARES, DISTRIBUIÇÃO DE CONHECIMENTOS E JUSTIÇA ESCOLAR]]></article-title>
<article-title xml:lang="en"><![CDATA[WHICH KNOWLEDGE FOR WHOM? SCHOOL TRACKS, KNOWLEDGE DISTRIBUTION AND SCHOOL JUSTICE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TARABINI]]></surname>
<given-names><![CDATA[Aina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[JACOVKIS]]></surname>
<given-names><![CDATA[Judith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UAB Departamento de Sociología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UAB  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>880</fpage>
<lpage>908</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000300880&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000300880&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000300880&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La distribución del conocimiento escolar es una dimensión clave de la justicia social. Una de las principales líneas divisorias entre diferentes tipos de conocimiento se basa en su carácter más o menos teórico o aplicado. En este sentido, la división que establecen diversos sistemas educativos entre itinerarios académicos y profesionales es fundamental para entender la distribución y adquisición de diferentes tipos de conocimiento y su impacto en términos de desigualdad social. En Cataluña dicha división se establece por primera vez en la educación secundaria postobligatoria, cuando el sistema educativo se separa en dos itinerarios diferenciados. En este contexto, el objetivo del artículo es analizar el tipo de conocimiento que se atribuye al Bachillerato y a la Formación Profesional, a partir de la aproximación del realismo crítico. El artículo se basa en un análisis del discurso de actores políticos y educativos centrales en este campo. En concreto, consta de 28 entrevistas a policy makers y 37 entrevistas a miembros de equipos directivos de 8 centros educativos de Barcelona. Los resultados muestran, por una parte, una elevada dicotomía entre un tipo de conocimiento teórico designado al Bachillerato y un tipo de conocimiento práctico esperado para la Formación Profesional que, a su vez se apoya en falsos atributos sobre el significado de ambos tipos de conocimientos; por otra, una justificación de dichas dicotomías en base a una concepción altamente jerárquica de las funciones de ambos itinerarios y a una naturalización de las habilidades y necesidades de sus estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A distribuição do conhecimento escolar é uma dimensão chave da justiça social. Uma das principais linhas divisórias entre os diferentes tipos de conhecimento é baseada em seu caráter mais ou menos teórico ou aplicado. Neste sentido, a divisão estabelecida por diferentes sistemas educacionais entre itinerários acadêmicos e profissionais é fundamental para compreender a distribuição e aquisição de diferentes tipos de conhecimento e seu impacto em termos de desigualdade social. Na Catalunha, esta divisão é estabelecida pela primeira vez na educação secundária pós-compulsória, quando o sistema de ensino é separado em dois itinerários diferenciados. Neste contexto, o objetivo do artigo é analisar o tipo de conhecimento atribuído ao Bacharelado e à Formação Profissional, com base na abordagem do realismo crítico. O artigo baseia-se numa análise do discurso dos actores políticos e educativos centrais neste campo. Especificamente, consiste em 28 entrevistas com decisores políticos e 37 entrevistas com membros das equipas de gestão de 8 escolas em Barcelona. Os resultados evidenciam, por um lado, uma elevada dicotomia entre um tipo de conhecimento teórico designado para o Bacharelato e um tipo de conhecimento prático esperado para a Formação Profissional que, por sua vez, se baseia em falsos atributos sobre o significado de ambos os tipos de conhecimento; por outro lado, uma justificação destas dicotomias com base numa concepção altamente hierárquica das funções de ambos os itinerários e numa naturalização das competências e necessidades dos seus alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The distribution of school knowledge is a key dimension of social justice. One of the main dividing lines between different types of knowledge is based on its more or less theoretical or applied character. In this sense, the division between academic and vocational tracks established in worldwide education systems is crucial to understand the distribution and acquisition of different types of knowledge and their impact in terms of social inequality. In Catalonia, this division is firstly introduced in post-compulsory secondary education, when the educational system is divided in two different tracks. In this context, the objective of the article is to analyse the type of knowledge attributed to Baccalaureate and Vocational Training, from a critical realist approach. Methodologically, the article is based on a discourse analysis of political and school actors relevant in this field. Specifically, it consists of 28 interviews with policy makers and 37 interviews with principals and coordination teams of 8 secondary schools in Barcelona. The results show, on the one hand, a high dichotomy between a type of theoretical knowledge ascribed to Baccalaureate and a type of practical knowledge assigned to Vocational Training, which in turn is based on false attributes about the meaning of both types of knowledge. On the other hand, a rationale for these dichotomies based on a highly hierarchical conception of the functions of both tracks and a naturalization of the abilities and needs of their students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conocimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[Justicia social]]></kwd>
<kwd lng="es"><![CDATA[Formación profesional]]></kwd>
<kwd lng="es"><![CDATA[Transiciones educativas]]></kwd>
<kwd lng="es"><![CDATA[Realismo crítico]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento escolar]]></kwd>
<kwd lng="pt"><![CDATA[Justiça social]]></kwd>
<kwd lng="pt"><![CDATA[Formação profissional]]></kwd>
<kwd lng="pt"><![CDATA[Transições educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Realismo crítico]]></kwd>
<kwd lng="en"><![CDATA[School knowledge]]></kwd>
<kwd lng="en"><![CDATA[Social justice]]></kwd>
<kwd lng="en"><![CDATA[Vocational training]]></kwd>
<kwd lng="en"><![CDATA[Educational transitions]]></kwd>
<kwd lng="en"><![CDATA[Critical realism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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