<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792025000100106</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v21i52.13456</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;QUANDO A PARTICIPAÇÃO DAS CRIANÇAS É UMA MIRAGEM&#8221;: OBSTÁCULOS EM CONTEXTOS EDUCATIVOS]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;WHEN CHILDREN'S PARTICIPATION IS A MIRAGE&#8221;: OBSTÁCULOS EN CONTEXTOS EDUCATIVOS]]></article-title>
<article-title xml:lang="es"><![CDATA["CUANDO LA PARTICIPACIÓN DE LOS NIÑOS ES UN ESPEJISMO&#8221;: OBSTACLES IN EDUCATIONAL CONTEXTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomás]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gazzinelli]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Nova de Lisboa Centro Interdisciplinar de Ciências Sociais ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Nova de Lisboa Centro Interdisciplinar de Ciências Sociais ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Nova de Lisboa Centro Interdisciplinar de Ciências Sociais ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>21</volume>
<numero>52</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792025000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792025000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792025000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O reconhecimento jurídico, político e simbólico dos direitos de participação das crianças, a partir da Convenção dos Direitos da Criança, em 1989, a par do reconhecimento científico, com o desenvolvimento dos Estudos Sociais da Infância, contribuiu para um processo de transição paradigmática e alteração nos modos de compreender a infância e as crianças. No entanto, a análise da realidade remete-nos para um hiato entre discursos e práticas, no que diz respeito à efetividade da participação das crianças nos contextos educativos. Com base nestas premissas, foram desenvolvidos dois estudos de caso, em duas escolas públicas da cidade de Lisboa, no âmbito do projeto SMOOTH - Educational Common Spaces, Passing through enclosures and reversing Inequalities (Comissão Europeia). As observações e as entrevistas realizadas com crianças e profissionais dos dois contextos educativos (formal e não formal), entre março de 2022 e junho de 2023, possibilitam identificar três lógicas - temporalidades divergentes, dinâmicas organizacionais e práticas pedagógicas - que obstaculizam a promoção do direito das crianças à participação naqueles contextos e, consequentemente, apontam para escolas como espaços da vida (pouco) democráticos para as crianças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The legal, political, and symbolic recognition of children's participation rights, stemming from the Convention on the Rights of the Child in 1989, in conjunction with scientific recognition facilitated by the development of Social Studies of Childhood, has contributed to a process of paradigmatic transition and alteration in the ways of understanding childhood and children. However, the analysis of reality points to a gap between discourses and practices regarding the effectiveness of children's participation in educational contexts. Building upon these premises, two case studies were undertaken in two public schools in Lisbon, as part of Project SMOOTH - Educational Common Spaces, Passing through enclosures and reversing Inequalities (European Commission). The observations and interviews conducted with children and professionals from the two educational contexts (formal and non-formal), between March 2022 and June 2023, make it possible to identify three logics - divergent temporalities, organizational dynamics, and pedagogical practices - that hinder the promotion of children's right to participation in those contexts and, consequently, point to schools as spaces of (limited) democracy in the lives of children.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El reconocimiento legal, político y simbólico de los derechos de participación de los niños, surgidos de la Convención sobre los Derechos del Niño en 1989, junto con el reconocimiento científico facilitado por el desarrollo de los Estudios Sociales de la Infancia, ha contribuido a un proceso de transición paradigmática y alteración en las formas de comprender la infancia y los niños. Sin embargo, el análisis de la realidad señala una brecha entre discursos y prácticas en lo que respecta a la efectividad de la participación de los niños en contextos educativos. Sobre la base de estas premisas, se llevaron a cabo dos estudios de caso en dos escuelas públicas de la ciudad de Lisboa, como parte del proyecto SMOOTH - Educational Common Spaces, Passing through enclosures and reversing Inequalities (Comisión Europea). Las observaciones y entrevistas realizadas con niños y profesionales de los dos contextos educativos (formales y no formales), entre marzo de 2022 y junio de 2023, permiten identificar tres lógicas: temporalidades divergentes, dinámicas organizativas y prácticas pedagógicas, que obstaculizan la promoción del derecho de los niños a la participación en esos contextos y, en consecuencia, señalan a las escuelas como espacios de democracia (limitada) en la vida de los niños.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[contextos educativos]]></kwd>
<kwd lng="pt"><![CDATA[lógicas]]></kwd>
<kwd lng="pt"><![CDATA[obstáculos]]></kwd>
<kwd lng="pt"><![CDATA[participação das crianças]]></kwd>
<kwd lng="en"><![CDATA[children&#8217;s participation]]></kwd>
<kwd lng="en"><![CDATA[educational contexts]]></kwd>
<kwd lng="en"><![CDATA[obstacles]]></kwd>
<kwd lng="es"><![CDATA[contextos educativos]]></kwd>
<kwd lng="es"><![CDATA[obstáculos]]></kwd>
<kwd lng="es"><![CDATA[participación de los niños]]></kwd>
</kwd-group>
</article-meta>
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