<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062011000300011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A organização do trabalho escolar em foco: os limites das heranças anti- democráticas e as potencialidades dos processos participativos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Maria Vieira]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A11">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>21</volume>
<numero>38</numero>
<fpage>147</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062011000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062011000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062011000300011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Historicamente, os processos democráticos e participativos na sociedade brasileira, e, em específico no âmbito escolar, têm sido permeados por intermitências, fragilidades e resistências ocasionadas por múltiplas determinações. O texto enfoca aspectos concernentes à organização do trabalho educativo mediante dois ângulos de análise: o primeiro ângulo refere-se aos constructos sociais de natureza estrutural e orgânica ligados às relações de poder e práticas anti-democráticas da sociedade em geral. O segundo ângulo referencia-se em uma pesquisa de tipo etnográfica, realizada no interior de uma escola pública mineira. Buscamos apreender os desafios na construção de práticas e estratégias em prol de processos participativos da comunidade escolar na elaboração do projeto político pedagógico e no funcionamento do conselho escolar. Propomo-nos com essas análises contribuir com reflexões sobre a condição do professor, enquanto sujeito, na organização do trabalho escolar mediante conexões com as atividades laborais correlatas à sua práxis cotidiana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Historically, democratic and participatory processes in the Brazilian society, and specifically in school, have been permeated by intermittences, weaknesses and resistances caused by multiple determinations. The text focuses on aspects concerning the organization of education work through two lines of analysis: the first angle refers to the social constructs of structural and organic nature linked to relations of power and anti-democratic practices of the society in general. The second angle reference to a kind of ethnographic research, conducted within a public school in the Minas Gerais state. We seek to grasp the challenges on building practices and strategies in support of the participatory processes of the school community in the pedagogic project design and in the operation of the school board. We propose, with these analyses, to contribute with reflections on the status of teachers, as a subject, in the school organization through connections with work activities related to their everyday practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gestão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Democratização Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Projeto Político-Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Conselho Escolar]]></kwd>
<kwd lng="en"><![CDATA[School Management]]></kwd>
<kwd lng="en"><![CDATA[School Democracy]]></kwd>
<kwd lng="en"><![CDATA[Project Political- Educational]]></kwd>
<kwd lng="en"><![CDATA[School Board]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A  organiza&ccedil;&atilde;o do trabalho escolar em foco: os limites das heran&ccedil;as anti- democr&aacute;ticas  e as potencialidades dos processos participativos.</h2> <h3>Organization of school work in focus: the limits of  anti-democratic inheritance and potential of participatory processes.</h3>     <p>&nbsp;</p> <h4>Maria  Vieira Silva</h4> </font>      ]]></body>
<back>
<ref-list>
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<nlm-citation citation-type="journal">
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<year></year>
<volume>16</volume>
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<issue>31</issue>
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<nlm-citation citation-type="journal">
<source><![CDATA[Revista Portuguesa de Educação]]></source>
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<volume>15</volume>
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<source><![CDATA[Educação & Sociedade]]></source>
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<volume>25</volume>
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<source><![CDATA[Jornal Página 12]]></source>
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<numero>Suplemento especial</numero>
<issue>Suplemento especial</issue>
<page-range>1-6</page-range><publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
</nlm-citation>
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</back>
</article>
