<?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>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692019000100106</article-id>
<article-id pub-id-type="doi">10.5380/jpe.v12i0.65205</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Equidade e desigualdade escolar em um recorte da produção acadêmica da sociologia da educação sobre políticas educacionais no Brasil (2006-2017)]]></article-title>
<article-title xml:lang="en"><![CDATA[Equity and School Inequality in a Sample of Academic Production of Sociology of Education on Educational Policies in Brazil (2006-2017)]]></article-title>
<article-title xml:lang="es"><![CDATA[Equidad y Desigualdad Escolar en un Recorte de la Producción Académica de la Sociología de la Educación sobre Políticas Educativas en Brasil (2006-2017)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Vanda Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonamino]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Cynthia Paes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Educação (USP)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica do Rio de Janeiro Laboratório de Avaliação em Educação (LAEd) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Católica do Rio de Janeiro (PUC- Rio)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>13</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692019000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692019000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692019000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os primeiros resultados de uma pesquisa que analisa o modo como estudos que investigam políticas de educação básica no Brasiltêm definido e operacionalizado os conceitos de desigualdade escolar e equidade educacional. Foram analisados 55 textos publicados no GT 14 - Sociologia da Educação da Anped, entre 2006 e 2017. A seleção dos textos fez uso de dois critérios: trabalhos que tinham a indicação das palavras-chave &#8220;desigualdade&#8221;, &#8220;desigualdade escolar&#8221; e &#8220;equidade&#8221;; e um &#8220;olhar de pertinência&#8221; das autoras, a partir da leitura dos resumos.Com base em discussão teórica sobre noções contemporâneas de justiça, que fundamentam os conceitos de equidade e desigualdade escolar, foram estabelecidas duas categorias de análise: 1 - definições e operacionalizações que consideram a perspectiva da redistribuição; 2 - definições e operacionalizações pautadas na noção de reconhecimento.A análise traz indícios de que a Sociologia da Educação que estuda políticas educacionais no país operacionaliza os conceitos de desigualdade ou equidade fazendo uso mais frequente da perspectiva de justiça redistributiva e raramente da concepção de justiça como reconhecimento. O estudo sinaliza para a relevância de a pesquisa sobre políticas de educação básica avançar em direção a um novo enquadramento conceitual, que incorpore as duas perspectivas de justiça tratadas neste texto como referência para os estudos sobre o cumprimento do Direito à Educação no Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the first results of a research that analyzes the way in which studies investigating basic education policies in Brazil defined and operationalized the concepts of school inequality and educational equity. Fifty-five texts published in Work Group 14 - Sociology of Education - of the National Association for Research and Post-Graduation between 2006 and 2017 were analyzed. The selection of the texts made use of two criteria: papers that indicated the keywords "inequality", "school inequality" and "equity" "; and a "look of pertinence" of the authors, from the reading of the abstracts. Based on a theoretical discussion about contemporary notions of justice that underlie the concepts of school equity and inequality, two categories of analysis were established: 1 - definition and operationalization that consider the perspective of redistribution; 2 - definition and operationalization based on the notion of recognition. The analysis brings indications that the Sociology of Education studies about educational policies in the country operationalize the concepts of inequality or equity more frequently using the perspective of redistributive justiceand rarely the conception of justice as recognition. The study indicates the relevance forthe research on basic education policies to move towards a new conceptual framework that incorporates the two perspectives of justice discussed as a reference for studies on the fulfillment of the Right for Education in Brazil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los primeros resultados de una investigación que analiza el modo como estudios que investigan políticas de educación básica en Brasil, definieron y operacionalizaron los conceptos de desigualdad escolar y equidad educativa. La selección de los textos hizo uso de dos criterios: trabajos que tenían la indicación de las palabras clave "desigualdad", "desigualdad escolar" y "equidad" "; y una "mirada de pertinencia" de las autoras, a partir de la lectura de los resúmenes. Con base en discusión teórica sobre nociones contemporáneas de justicia, que fundamentan los conceptos de equidad y desigualdad escolar, se establecieron dos categorías de análisis: 1 - definiciones y operacionalizaciones que consideran la perspectiva de la redistribución; 2 - definiciones y operacionalizaciones pautadas en la noción de reconocimiento. El análisis trae indicios de que la Sociología de la Educación que estudia políticas educativas en el país operacionaliza los conceptos de desigualdad o equidad haciendo uso más frecuente de la perspectiva de justicia redistributiva y raramente de la concepción de justicia como reconocimiento. El estudio señala la relevancia de la investigación sobre políticas de educación básica avanzar hacia un nuevo marco conceptual que incorpore las dos perspectivas de justicia tratadas en este texto como referencia para los estudios sobre el cumplimiento del Derecho a la Educación en Brasil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desigualdade Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Equidade]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Estado do Conhecimento]]></kwd>
<kwd lng="en"><![CDATA[School Inequality]]></kwd>
<kwd lng="en"><![CDATA[Equity]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[State of Knowledge]]></kwd>
<kwd lng="es"><![CDATA[Desigualdad Escolar]]></kwd>
<kwd lng="es"><![CDATA[Equidad]]></kwd>
<kwd lng="es"><![CDATA[Políticas Educativas]]></kwd>
<kwd lng="es"><![CDATA[Estado del Conocimiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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