<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812012000100006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Programa de Educação Tutorial: conexões de saberes no diálogo com as trajetórias de estudantes de origem popular]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Côco]]></surname>
<given-names><![CDATA[Valdete]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>93</volume>
<numero>233</numero>
<fpage>96</fpage>
<lpage>119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812012000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812012000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812012000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Na observação de que, no contexto das problemáticas sociais, a educação vem se afirmando como um direito, fortalecendo a luta pelo aumento da oferta e por programas de apoio ao acesso e à permanência, aborda-se neste trabalho a escolarização de jovens universitários de origem popular em associação com a proposição de projetos de apoio a esses sujeitos. Na articulação com a pesquisa Trajetórias de Estudantes e com o desenvolvimento do Programa de Educação Tutorial: Conexões de Saberes, focalizam-se as trajetórias de um grupo de estudantes que culminaram com o ingresso na universidade (em cursos de formação de professores) e as experiências marcantes no início da vida universitária com a inserção no Programa. Nesse propósito, resgata os percursos situando a escolarização no conjunto das experiências vividas, explora os desafios apontados com o ingresso na universidade e considera as perspectivas de continuidade da trajetória em interface com o investimento institucional na formação dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[By observing that, in the context of the social issues, education has been reaffirming itself as a right, strengthening the fight for the increase in its offering and for programs that give support to the access and permanence of students in the education system. In this study the focus is on the education process of the minority students, in this case young undergraduate students from underprivileged backgrounds and its relation to the projects designed to support them. In conjunction with the research “Students’ Trajectories” and with the development of Tutorial Education Program (TEP): Knowledge Connections, we focus on the trajectories of a group of students who entered the university (in courses forming teachers) and their remarkable experiences at the beginning of their college lives with the inclusion in the Program. Thus, this study highlights the students’ trajectories analyzing the schooling process under the perspective of their life experiences, explores the challenges faced with the students’ entry in the university and takes into consideration the perspectives of continuity in their trajectories in association with the institutional investments in forming students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Democratização do Acesso ao Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Programa de Educação Tutorial]]></kwd>
<kwd lng="pt"><![CDATA[Conexões de Saberes]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="en"><![CDATA[Democratization of Education Access]]></kwd>
<kwd lng="en"><![CDATA[The Tutorial Education Program]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Connections]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O programa  de educa&ccedil;&atilde;o tutorial: conex&otilde;es de saberes no di&aacute;logo com as trajet&oacute;rias de  estudantes de origem popular.</h2> <h3>The tutorial education program: the relation between  the knowledge connections program and the trajectories of students from underprivileged  backgrounds.</h3>     <p>&nbsp;</p> <h4>Valdete  C&ocirc;co    <br> </h4> </font>      ]]></body><back>
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