Resumo: A Base Nacional Comum Curricular (BNCC) na educação infantil e no ensino fundamental é certamente uma das mais importantes novidades da política educacional brasileira. A motivação da BNCC está associada ao enfrentamento de aspectos crônicos da desigualdade escolar, por meio da delimitação de um conjunto de competências e habilidades capazes de lastrear a organização de currículos e de políticas curriculares orientadas para a valorização da centralidade do estudante e de seu direito à aprendizagem. O artigo pretende analisar empiricamente a incidência da BNCC sobre a cultura profissional, em especial a dos professores, bem como sobre a forma escolar. Para tanto, parte de um diálogo entre a sociologia da educação e a literatura especializada em políticas públicas, explorando questões relacionadas às teorias da resistência à mudança. O estudo mobiliza inédita pesquisa, realizada em escala nacional, com 48 mil profissionais e cerca de 35 mil estudantes de 5º e 9º anos das redes públicas. Apesar de a análise dos dados apontar para uma recepção positiva da BNCC por parte dos profissionais da educação, o padrão de respostas dos estudantes sugere níveis mais profundos de resistência, o que remete ao caráter tendencialmente inercial da forma escolar. Resumo (BNCC brasileira escolar aprendizagem profissional professores tanto públicas mudança pesquisa nacional 4 3 º

Abstract: The National Common Curriculum Base (BNCC) in early childhood and primary education is certainly one of the most important innovations in Brazilian educational policy. Its motivation is associated with tackling chronic aspects of school inequality, through the delimitation of a set of skills and abilities capable of upholding the organization of curricula and curriculum policies aimed at valuing the centrality of students and their right to learning. This study intends to empirically analyze the impact of the BNCC on professional culture, in particular of teachers, as well as on school structuring. In this sense, it stems from a dialogue between the sociology of education and the literature specialized in public policy, exploring issues related to theories of resistance to change. The study mobilizes unprecedented research, carried out on a national scale, with 48,000 professionals and nearly 35,000 5th and 9th grade students from public schools. Despite data analysis pointing to a positive reception of the BNCC by education professionals, the students' response pattern suggests deeper levels of resistance, which refers to a trending inertial character of the school framework. Abstract (BNCC policy inequality learning culture teachers structuring sense change research scale 48000 48 000 48,00 35000 35 35,00 th schools framework 4800 4 00 48,0 3500 3 35,0 480 0 48, 350 35,

Resumen: La Base Nacional Curricular Común (BNCC) en la educación infantil y educación primaria es, sin duda, una de las innovaciones más importantes de la política educativa brasileña. La motivación está asociada al abordaje de aspectos crónicos de la desigualdad escolar, a través de la delimitación de un conjunto de competencias y habilidades capaces de ampliar la organización de currículos y políticas curriculares tendientes a valorar la centralidad del estudiante y su derecho a aprender. El artículo pretende analizar empíricamente el impacto de la BNCC en la cultura profesional, especialmente de los profesores, así como en la forma escolar. Para ello, parte de un diálogo entre la sociología de la educación y la literatura especializada en políticas públicas, explorando cuestiones relacionadas con las teorías de la resistencia al cambio. El estudio moviliza una investigación inédita, realizada a escala nacional, con 48.000 profesionales y cerca de 35.000 estudiantes de 5º y 9º grados de escuelas públicas. Aunque el análisis de los datos apunta a una recepción positiva de la BNCC por parte de los profesionales de la educación, el patrón de respuestas de los estudiantes sugiere niveles más profundos de resistencia, lo que se refiere al carácter tendencialmente inercial de la forma escolar. Resumen (BNCC es duda brasileña escolar aprender profesional profesores ello públicas cambio inédita nacional 48000 48 000 48.00 35000 35 35.00 º 4800 4 00 48.0 3500 3 35.0 480 0 48. 350 35.

Resumo O Estatuto da Criança e do Adolescente, aprovado em 1990, instala no país um modelo radicalmente novo de educação das novas gerações. Entre essas novidades, está a ideia de que o direito da criança deve ser difundido e administrado por um conjunto de atores que atuariam em rede. Baseado em uma pesquisa empírica sobre alguns desses atores, este artigo pretende discutir a forma como o direito da criança vem sendo compartilhado, e como a noção polissêmica de rede informa suas práticas. De modo mais específico, procura-se dar conta da forma como escolas, conselhos tutelares, promotorias especializadas na infância e adolescência, e centros de referência em assistência social lidam com o direito da criança e com sua operacionalização em rede.

Abstract The Statute of the Child and Adolescent, approved in 1990, installs in the country a radically new model of education for children. Among these novelties, is the idea that the right of the child should be disseminated and administered by a set of actors who work in the network. Based on an empirical research on some of these actors, this article describes how child rights have been shared, and how a polysemic notion of the network informs their practices. More specifically, it seeks to how schools, guardianship councils, prosecution in childhood and adolescence, and public centers in social assistance deal with the right to a child and how deal with its operationalization in a network.

Resumo A relação entre a sociologia e a área da educação tem sido atravessada por fronteiras mal compreendidas, que comprometem a complementariedade entre elas. No caso brasileiro, essa situação tem deixado expostas dimensões sociológicas que fazem falta aos profissionais da escola. Neste texto, abordamos essa questão situando o debate a partir da noção de “dupla hermenêutica”, nos termos de Giddens, a fim de delimitar o problema da responsabilidade da sociologia com as questões propriamente escolares. Para melhor expor a proposta, o artigo explora três eixos analíticos, a saber: o processo de afirmação da educação escolar como um valor cada vez mais importante na vida popular; os conflitos entre a escola e os direitos das crianças vigentes desde o ECA; e as novas formas de desigualdade produzidas pela escola na trajetória de jovens de classes populares.

Abstract A relationship between sociology and an area of education was crossed by misunderstood boundaries, compromising their complementarity. In the case of Brazil, this situation produces gaps that undermine the work of school professionals. We address this issue according to the notion of “double hermeneutics,” in Giddens’s terms, to delimit the problem of sociological responsibility with actual school matters. Three analytical axes are explored, namely: how school education has acquired more value in popular life; the conflicts between school and children’s rights in force since ECA; and the new forms of inequality produced by the school in the trajectory of young people of low income classes.

Resumo Após cerca de duas décadas de predomínio da perspectiva gerencialista como referência para o reformismo no sistema educacional brasileiro, verifica-se uma crise de imaginação, a qual não deixa de produzir um vazio que ajuda a explicar o atual protagonismo de questões relacionadas à moralidade e a clivagens ideológicas no debate sobre educação. E isso em um país que ainda encontra sérios problemas para assegurar o direito básico de aprendizagem. Na literatura internacional, a crise do gerencialismo já se encontra fartamente mapeada, animando o desenvolvimento de novos pressupostos e conceitos que procuram incorporar suas principais virtudes e avançar em relação a seus limites. Denominamos essa literatura “pós-gerencialista”, sustentando que sua leitura pode ser de grande valia para fomentar a inovação nas políticas educacionais, tendo em vista a necessidade de aprofundarmos as promessas da Constituição de 1988, que faz da escola uma âncora fundamental para a democracia brasileira.

Abstract After approximately two decades in which the managerial perspective has predominated as the main framework for reformism in the Brazilian educational system, a crisis of imagination has emerged, generating a void that helps explain the current prominence of issues relating to morality and the ideological schisms now found within the education debate. Moreover, this situation has occurred in a country that still encounters serious problems ensuring the basic right to education. In the international literature, the crisis in managerialism has already been densely mapped, encouraging the development of new premises and concepts that seek to incorporate its main virtues and advance beyond its limitations. We refer to this literature as ‘post-managerialist,’ arguing that its reading can be valuable to fostering innovation in educational policies, recognizing the need to deepen the promises of the 1988 Constitution, which makes schooling a basic foundation of Brazilian democracy.

This article's basic premise is that the main challenge for Brazilian public schools is to redefine the terms of their relationship with the community, from the prevailing asymmetric and paternalistic pattern to an egalitarian and equitable one. This institutional challenge has been raised by a research agenda on the relationship between public schools and the "students' world", including their families and neighborhoods. The article presents an analysis of data from a survey with the schoolchildren's parents and guardians, nearly all of whom were slum residents. Based on a reading of the data, we reflect on the school's value for low-income communities and how this points to a horizon of conflicts in the school's context. To deal with this scenario from the school administration's perspective, we draw on the notion of responsiveness from the sociology of law, which allows conceiving ways of turning expectations of social mobility and access to the city into greater institutionality and more democracy.

Cet article part de la prémisse selon laquelle le principal défi qui se pose à l'école publique brésilienne concerne la redéfinition de ses rapports avec les milieux populaires. Il s'agit en effet de passer d'un modèle asymétrique et paternaliste à un modèle égalitaire et équitable. Ce défi institutionnel a alimenté un agenda de recherches sur les rapports qui relie l'école au "monde de l'élève" dont fait partie sa famille et son voisinage. Cet article présente les données obtenues lors d'une enquête auprès de parents et de responsables d'élèves, habitant presque tous des favelas. La lecture des données recueillies nous a conduit à une réflexion sur la valeur que l'école assume auprès des segments populaires. Elle met en évidence un horizon de conflits au sein de l'espace scolaire. Afin de faire face à ce scénario sous l'angle de la gestion scolaire, nous avons emprunté à la sociologie du droit la notion de "responsivité" qui permet de penser la façon de transformer des expectatives de mobilité sociale et d'accès à la cité en une institutionnalité accrue, en davantage de démocratie.

Este artigo estuda a judicialização da política no Brasil com base na análise de um banco de dados composto por 3.648 Adins, ajuizadas entre 1988 e 2005. A percepção mais geral que se impõe é a de que as Adins já fazem parte do cotidiano da moderna democracia brasileira, afirmando, ao longo de quase duas décadas, em sucessivos e diferentes governos, a sua presença institucional, e mais fortemente ainda no atual governo Lula, em que funciona como escoadouro dos conflitos entre sociedade e Estado, e dos que surgem no interior da própria administração pública e da federação. Assim, além de ser instrumento da defesa de minorias, sua origem constitucional clássica, a pesquisa revela que a Adin também é recurso institucional estratégico de governo, instituindo, na prática, o Supremo Tribunal Federal como um Conselho de Estado do tipo prevalecente em países de configuração unitária.

This article studies the judicialization of politics in Brazil, based on an analysis of a database containing 3.648 ADINs filed between 1988 and 2005. Examining this data, the overall impression gained is that ADINs are now a normal part of the everyday running of the modern Brazilian democracy, their institutional presence consolidated over almost two decades through successive and different governments - and even more firmly in the current Lula government. Over this time, they have functioned as a channel for the conflicts between society and the State, as well as conflicts within the Public Administration and the Federation. Hence, as well as being an instrument for the defence of minorities, their original constitutional function, the research shows that the ADINs are also a strategic institutional resource for government, turning the Federal Supreme Court in practice into a kind of Council of State prevalent in countries with unitary governments.

This article presents case studies of class action suits in the areas of consumer rights, childhood, the environment, health, and work. The study is based on process analysis and interviews with the respective parties to the suits. The results provide a better understanding of the dynamics of new areas of conflict and the affirmation of collective rights through interaction between civil society and legal institutions like the Office of the Public Defender, Office of the Public Prosecutor, and Judiciary Branch as a whole.

Dans cet article, on trouve l'étude de cinq études de cas d'actions civiles publiques qui traitent des droits collectifs et diffus dans les domaines de la consommation, de l'enfance, de l'environnement, de la santé et du travail. L'étude se fonde sur l'analyse de dossiers et d'entretiens avec les parties concernées directement et indirectement dans chaque cas. Les résultats obtenus dans la recherche permettent de mieux comprendre la dynamique des nouveaux théâtres de conflit et d'affirmation des droits qui se construisent à partir de l'interaction entre la société civile et les institutions du Droit, comme les Avocats Généraux, le Ministère Public et le Pouvoir Judiciaire.

Brazilian cities, and especially the large metropolises, have undergone a process of territorialization, that is, legal and political fragmentation of the urban fabric with the configuration of spaces dominated by informal local authorities. Such spaces take on characteristics common to the favelas (slums) such as those of Rio de Janeiro which have historically displayed this type of ecological configuration. The central hypothesis of this article is that this process of urban territorialization has placed an important constraint on the full exercise of citizenship in low-income areas, since it turns the place of residence into a segregated space, lacking minimum conditions for exercising the most elementary civil rights.

Les villes brésiliennes - surtout les grandes métropoles - sont de plus en plus soumises à un processus de territorialité, c'est-à-dire la fragmentation juridique et politique du tissu urbain, avec le contour d'espaces dominés par des autorités informelles locales. Ces espaces présentent un caractère commun aux favelas, comme celles de Rio de Janeiro qui, historiquement, possèdent ce type de milieu ambiant. L'hypothèse centrale de cet article est que ce processus de territorialité des villes représente un important facteur d'obstruction du plein exercice de la citoyenneté chez la population, car il transforme le lieu d'habitation en espaces de ségrégation où manquent les conditions minimales pour l'exercice des droits civils les plus élémentaires.

Because the social science narrative has been extremely important in efforts to account for the process of Brazilian modernization, the study of social scientists themselves has become strategic to understanding Brazilian society’s representation of self. This article examines graduate work in the social sciences, graduate students themselves, and their theses and dissertations. Research has been based on a survey conducted among candidates for master’s degrees and doctorates, as well as on an analysis of doctoral dissertations defended between 1990 and 1997. The study reveals a discipline that is undergoing transformation a product of the process of democratization which its members has undergone and of the internalization of new parameters guiding cognitive production. While this may have implied a loss in the field’s capacity to generalize, it has gained in capillarity, in plurality, and in capacity to understand. This study also pinpoints the limits of the discipline, determined by an institutional situation where greater exchange with the members of society is still missing.

Le style des écrits en sciences sociales ayant une grande importance pour expliquer le processus de modernisation au Brésil, l’étude sur les chercheurs dans ce domaine devient une tâche déterminante dans la compréhension de la représentation sur elle-même que la société brésilienne s’est construit. Dans cet article on examine les cours de pós-graduação en Sciences Sociales, leurs étudiants et leurs thèses. La recherche a considéré, d’un côté, un survey effectué auprès des étudiants en DEA et en doctorat, et, de l’autre, les thèses de doctorat soutenues entre 1990 et 1997. Les résultats révèlent un domaine de connaissances en transformation, résultant du processus de démocratisation de ses effectifs et d’assimilation de nouveaux paramètres vers la production cognitive; si celle-ci est en train de perdre sa capacité de généralisation, par ailleurs elle gagne en finesse d’analyse, en diversité et en aptitude de compréhension. La recherche montre aussi les limites de ce domaine, fixées par une situation institutionnelle qui souffre encore du manque de dialogue avec la société en général.