<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092012000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégia de luta na superação da exclusão escolar: o papel dos técnicos sociais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bragança]]></surname>
<given-names><![CDATA[Sabrina Zientarski de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zientarski]]></surname>
<given-names><![CDATA[Clarice]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Sueli Menezes]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<volume>07</volume>
<numero>01</numero>
<fpage>157</fpage>
<lpage>178</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092012000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092012000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092012000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo trata das possibilidades de rompimento de práticas de exclusão escolar através de ações realizadas pelos técnicos sociais (ATES), que têm como proposta a educação popular emancipatória, representando um movimento contrário à hegemonia dominante. Consiste em estudo de caso com abordagem qualitativa (TRIVINÕS, 1987), apresentando resultados parciais da pesquisa desenvolvida com assentados da reforma agrária nos municípios de São Gabriel e Santa Margarida do Sul (RS). A ação de assistência realizada pelos técnicos de diversas áreas é entendida como uma política pública, conquistada através de pautas travadas com o Ministério da Agricultura e setores das áreas de Assentamento do INCRA, constituindo um movimento social relacionado diretamente com a educação. Conclui-se que, apesar da pouca atenção do Estado Capitalista, esses movimentos constituem-se em ações educativas de caráter emancipatório para os sujeitos sociais envolvidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article deals with the possibilities of disruption of exclusive practices in education through the actions performed by the social workers (ATES), who propose an emancipative popular education, which represents a contrary movement to the dominant hegemony. It consists of a case study with a qualitative approach (TRIVINÕS, 1987), presenting partial results of the research developed with agrarian reform settlers in the cities of São Gabriel and Santa Margarida dos Sul (State of Rio Grande do Sul). The assistance provided by social workers of several different fields is understood as a governmental policy, achieved through negotiations with the Ministry of Agriculture and with sectors of the settlement areas defined by the Instituto Nacional de Colonização e Reforma Agrária (National Institute for Colonization and Agrarian Reform - INCRA), being, therefore, a social movement directed related to the education. It is possible to conclude that, although receiving little attention of the capitalist State, these movements represent educational actions of an emancipative nature for the involved social actors.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Assentamentos de Reforma Agrária]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Técnicos Sociais]]></kwd>
<kwd lng="en"><![CDATA[Agrarian Reform Settlements]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Social Workers]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Estrat&eacute;gia de  luta na supera&ccedil;&atilde;o da exclus&atilde;o escolar: o papel dos t&eacute;cnicos sociais.</h2> <h3>Strategies in the struggle to overcome educational exclusion:  the role of social workers.</h3>     <p>&nbsp;</p> <h4>Sabrina  Zientarski de Bragan&ccedil;a, Clarice Zientarski, Sueli Menezes Pereira    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Cadernos de Ciência e Tecnologia]]></source>
<year></year>
<volume>21</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>499-543</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
