<?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>S1809-43092019000200583</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.14n2.010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Território Educativo na política educacional brasileira: silêncios, ruídos e reverberações]]></article-title>
<article-title xml:lang="en"><![CDATA[Education territory in Brazilian educational policy: silences, noises and reverberations]]></article-title>
<article-title xml:lang="es"><![CDATA[El territorio educativo en la política educacional brasileña: silencios, ruidos y reverberaciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedro]]></surname>
<given-names><![CDATA[Joanne Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stecanela]]></surname>
<given-names><![CDATA[Nilda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul PPGEdu ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>583</fpage>
<lpage>600</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092019000200583&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092019000200583&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092019000200583&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O texto apresenta um rastreamento teórico sobre presença/ausência do conceito de Território Educativo nos marcos legais da Educação brasileira. Com base na metodologia de análise documental, procura contextualizar, no âmbito das políticas públicas brasileiras, quando o conceito de Território Educativo emerge, e quais possíveis lacunas e significações se evidenciam desde a Constituição Federal de 1988 até a atualidade. A pré-categorização dos dados indica um percurso histórico revelador da ideia que o espaço urbano constitui-se em Território Educativo e favorece o desenvolvimento da Educação integral. A interpretação dos dados pauta-se pelo ciclo contínuo de políticas de Stephen Ball.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this text is to present a theoretical tracing about the presence/ absence of the concept of education territory in legal frameworks of Brazilian education. Based on document analysis methodology, it intends to contextualize, in the environment of Brazilian public policies, when the concept of Education Territory arises, as well as which are the possible gaps and meanings, which become evident from Federal Constitution of 1988 up to our days. Pre-categorization of data indicates a revealing historical journey of the idea that urban space was constituted into education territory and it favors development of integral education. Data interpretation is guided by the continuous cycle of policies by Stephen Ball.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El texto presenta un rastreo teórico sobre la presencia/ausencia del concepto de territorio educativo en los marcos legales de la educación brasileña. Con base en la metodología de análisis documental, busca contextualizar, en el ámbito de las políticas públicas brasileñas, cuándo el concepto de Territorio Educativo emerge, así como cuáles son las posibles brechas y significaciones que se evidencian desde la Constitución Federal de 1988 hasta la actualidad. La pre-categorización de los datos indica un transcurso histórico revelador de la idea que el espacio urbano se constituye en territorio educativo y favorece el desarrollo de la educación integral. La interpretación de los datos está pautada por el ciclo continuo de políticas de Stephen Ball.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Território Educativo]]></kwd>
<kwd lng="pt"><![CDATA[Marcos legais da Educação brasileira]]></kwd>
<kwd lng="pt"><![CDATA[Ciclo de Políticas]]></kwd>
<kwd lng="en"><![CDATA[Education territory]]></kwd>
<kwd lng="en"><![CDATA[Legal frameworks of Brazilian education]]></kwd>
<kwd lng="en"><![CDATA[Policy cycle]]></kwd>
<kwd lng="es"><![CDATA[Territorio educativo]]></kwd>
<kwd lng="es"><![CDATA[Marcos legales de la educación brasileña]]></kwd>
<kwd lng="es"><![CDATA[Ciclo de Políticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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