<?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>2447-4193</journal-id>
<journal-title><![CDATA[Revista Brasileira de Política e Administração da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Brasileira de Política e Administração da Educação]]></abbrev-journal-title>
<issn>2447-4193</issn>
<publisher>
<publisher-name><![CDATA[Associação Nacional de Política e Administração da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2447-41932022000100105</article-id>
<article-id pub-id-type="doi">10.21573/vol38n002022.121446</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Vulnerabilidades sociais e educacionais associadas ao efeito território em escolas do Ceará]]></article-title>
<article-title xml:lang="en"><![CDATA[Social and educational vulnerabilities associated with the territory effect in Ceará schools]]></article-title>
<article-title xml:lang="es"><![CDATA[Vulnerabilidades sociales y educativas asociadas al efecto territorio en escuelas de Ceará]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GALVÃO]]></surname>
<given-names><![CDATA[WILLANA NOGUEIRA MEDEIROS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOUSA]]></surname>
<given-names><![CDATA[MARIA ELIANE MAIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[ANA LÉA BASTOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VIEIRA]]></surname>
<given-names><![CDATA[SOFIA LERCHE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VIDAL]]></surname>
<given-names><![CDATA[ELOISA MAIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual do Ceará Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Estadual do Ceará Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2447-41932022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2447-41932022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2447-41932022000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo investiga o impacto do efeito território nas ofertas educacionais de quatro escolas situadas no centro e na periferia dos municípios de Caucaia e Maracanaú. A metodologia adotada é de natureza quanti-qualitativa, com o uso de entrevistas semiestruturadas, observação de campo, dados do Inep e IBGE e revisão de literatura ancorada nos estudos de Marcuse (2004); Ribeiro e Koslinsky (2009); Ben Ayed (2012); Érnica e Batista (2012); Ribeiro e Vóvio (2017). As análises apontam que aspectos inerentes ao território, como localização (centro x periferia), vulnerabilidades sociais e guetificação podem interferir na oferta e nos resultados educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article investigates the impact of the territory effect on the educational offers of four schools located in the center and periphery of the municipalities of Caucaia and Maracanaú. The methodology adopted is quanti-qualitative in nature, using semi-structured interviews, field observation, literature review and data study from Inep and IBGE and literature review based on studies by Marcuse (2004); Ribeiro and Koslinsky (2009); Ben Ayed (2012); Érnica and Batista (2012); Ribeiro and Vóvio (2017). The analyses point out that aspects inherent to the territory, such as location (center x periphery), social vulnerabilities, and ghettoization can interfere in the offer and results of educational policies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo investiga el impacto del efecto territorio en la oferta educativa de cuatro escuelas ubicadas en el centro y periferia de los municipios de Caucaia y Maracanaú. La metodología adoptada es de naturaleza cuanti-cualitativa, utilizando entrevistas semiestructuradas, observación de campo, revisión de literatura y estudio de datos del Inep e IBGE, así como revisión de literatura basada en estudios de Marcuse (2004); Ribeiro y Koslinsky (2009); Ben Ayed (2012); Érnica y Batista (2012); Ribeiro y Vovio (2017). Los análisis señalan que aspectos inherentes al territorio, como la ubicación (centro x periferia), las vulnerabilidades sociales y la guetización pueden interferir en la oferta y los resultados educativos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Efeito território]]></kwd>
<kwd lng="pt"><![CDATA[Vulnerabilidades sociais]]></kwd>
<kwd lng="pt"><![CDATA[Serviços educacionais]]></kwd>
<kwd lng="en"><![CDATA[Territorial effect]]></kwd>
<kwd lng="en"><![CDATA[Social vulnerabilities]]></kwd>
<kwd lng="en"><![CDATA[Educational services]]></kwd>
<kwd lng="es"><![CDATA[Efecto territorio]]></kwd>
<kwd lng="es"><![CDATA[Vulnerabilidades sociales]]></kwd>
<kwd lng="es"><![CDATA[Servicios educativos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</person-group>
<source><![CDATA[L&#8217;école de la périphérie: scolarité et ségrégation en banlieue]]></source>
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<ref id="B28">
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<person-group person-group-type="author">
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<source><![CDATA[As duas faces do gueto]]></source>
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</article>
