<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492024000200167</article-id>
<article-id pub-id-type="doi">10.17058/rea.v32i2.19815</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escola pública e gestão democrática como espaços de resistência: uma abordagem provocativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Public school and democratic management as spaces of resistance: a provocative approach]]></article-title>
<article-title xml:lang="es"><![CDATA[Escuela pública y gestión democrática como espacios de resistencia: un enfoque provocativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chagas]]></surname>
<given-names><![CDATA[Cláudia Vieira Küffer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Eduardo Carlos Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Foerste]]></surname>
<given-names><![CDATA[Erineu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>32</volume>
<numero>2</numero>
<fpage>167</fpage>
<lpage>185</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492024000200167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492024000200167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492024000200167&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A escola pública é um espaço de resistência contra a padronização e a captura dos tempos e espaços educacionais, oferecendo um contraponto ao modelo aprisionador firmado pelas amarras neoliberais. Este ensaio teórico discute como a gestão democrática, inspirada por Paulo Freire e outros autores, pode ser uma estratégia de resistência, ao promover a autonomia e participação coletiva. Em um contexto de debate sobre a qualidade educacional, dominado por avaliações em larga escala, destacamos a urgência de uma educação mais humana e dialógica, que respeite a diversidade dos contextos escolares. Defendemos uma escola pública que valorize a multiplicidade de espaços e tempos, potencializando o conhecimento por meio da gestão democrática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Public schools serve as spaces of resistance against the standardization and capture of educational time and space, offering a counterpoint to the restrictive model imposed by neoliberal constraints. This theoretical essay discusses how democratic management, inspired by Paulo Freire and other authors, can be a strategy of resistance by promoting autonomy and collective participation. In the context of an educational quality debate dominated by large-scale assessments, we highlight the urgency of a more human and dialogical education that respects the diversity of school contexts. We advocate for public schools that value the multiplicity of spaces and times, enhancing knowledge through democratic management.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La escuelapública es un espacio de resistencia contra la estandarización y la captura de lostiempos y espacioseducativos, ofreciendo un contrapunto al modelorestrictivoimpuestopor las atadurasneoliberales. Este ensayoteóricodiscutecómo la gestióndemocrática, inspiradaen Paulo Freire y otrosautores, puede ser unaestrategia de resistencia al promover la autonomía y la participacióncolectiva. En un contexto de debate sobre la calidadeducativa, dominadoporevaluaciones a gran escala, destacamos la urgencia de unaeducaciónmáshumana y dialógica, que respete la diversidad de loscontextosescolares. Defendemosunaescuelapública que valore la multiplicidad de espacios y tiempos, potenciandoelconocimiento a través de la gestióndemocrática.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola Pública]]></kwd>
<kwd lng="pt"><![CDATA[Gestão Democrática]]></kwd>
<kwd lng="pt"><![CDATA[Resistência]]></kwd>
<kwd lng="pt"><![CDATA[Participação Coletiva]]></kwd>
<kwd lng="en"><![CDATA[Public School]]></kwd>
<kwd lng="en"><![CDATA[Democratic Management]]></kwd>
<kwd lng="en"><![CDATA[Resistance]]></kwd>
<kwd lng="en"><![CDATA[Collective Participation]]></kwd>
<kwd lng="es"><![CDATA[Escuela Pública]]></kwd>
<kwd lng="es"><![CDATA[Gestión Democrática]]></kwd>
<kwd lng="es"><![CDATA[Resistencia]]></kwd>
<kwd lng="es"><![CDATA[Participación Colectiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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