<?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>1647-3337</journal-id>
<journal-title><![CDATA[SOCIOLOGIA ON LINE]]></journal-title>
<abbrev-journal-title><![CDATA[SOCIOLOGIA ON LINE]]></abbrev-journal-title>
<issn>1647-3337</issn>
<publisher>
<publisher-name><![CDATA[Associação Portuguesa de Sociologia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1647-33372025000400201</article-id>
<article-id pub-id-type="doi">10.30553/sociologiaonline.2025.40.1</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Abrir uma brecha nas políticas públicas padronizadas: Notas sobre a intervenção do conhecimento sociológico na inclusão educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Opening a gap in standardized public policies: Notes on the intervention of sociological knowledge in educational inclusion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paz-Beirante]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Santarém Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Santarém ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<numero>40</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S1647-33372025000400201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S1647-33372025000400201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S1647-33372025000400201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A participação num projeto de formação e produção de manuais de apoio à inclusão escolar, promovido pelo Ministério de Educação, proporcionou uma oportunidade para discutir as configurações práticas que os significados dados à inclusão podem assumir diante de um sistema político estandardizado de intervenção educativa. Este sistema resulta muitas vezes num ambiente escolar padronizado, onde a inclusão de todos os alunos fica circunscrita ao cumprimento de formas convencionais de acreditação, reconhecidas pelas políticas educacionais como padrões comportamentais para as crianças, adolescentes e jovens em idade escolar. Tais padrões procuram assegurar comportamentos individuais e coletivos adequados que versam a garantia da qualidade educativa que se encontra, por sua vez, ajustada a modelos de eficácia e produtividade onde a meritocracia joga um papel determinante. É neste contexto que dirigimos a nossa atenção para algo que este sistema não apreende e negligencia por redução: a liberdade e autodeterminação dos alunos que se encontra, de certa forma, condicionada pela atribuição de um perfil de aluno, que procura fixar a natureza e a extensão dos registos de apreensão e expressividade dos mesmos, quando a sua existência é permeada por valores públicos certificados. Respaldado por registos da experiência adquirida no envolvimento neste projeto, empreendemos aqui uma reflexão assente num paradoxo central: a expansão da inclusão escolar, e os dispositivos implementados para possibilitar a participação de todos os estudantes num coletivo que constitui a vida pública escolar, por vezes e, de certa forma, paradoxalmente, contribuem para empobrecer a sua experiência na escola como indivíduos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Being part of a project aimed at training educational specialists and produce manuals to support school inclusion, promoted by the Ministry of Education, provided an opportunity to discuss the practical configurations of the meanings attributed to educational inclusion within a standardized political system of educational intervention. This system often produces a uniform school environment, in which the inclusion of all students is constrained by conventional forms of assessment, officially recognized by educational policies as behavioral standards for youth. These standards seek to ensure appropriate individual and collective conduct to guarantee educational quality in line with models of efficiency and productivity, where meritocracy plays a decisive role. At this point, we turn our attention to what this system fails to apprehend and neglects through reduction: students&#8217; freedom and self-determination, in contrast to the imposition of a student profile that seeks to define the nature and scope of the records of understanding and expressiveness they are permitted to display, when their very existence is shaped by certified public values. Drawing on the records and experiences gained through our involvement in this project, we reflect on a central paradox: the expansion of inclusion, designed to enable all students to participate in the collective life of public school, paradoxically contributes to the weakening of their individual experience within the school environment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[inclusão educativa]]></kwd>
<kwd lng="pt"><![CDATA[políticas educativas públicas estandardizadas]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento sociológico]]></kwd>
<kwd lng="pt"><![CDATA[dilemas da inclusão.]]></kwd>
<kwd lng="en"><![CDATA[educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[standardized educational policies]]></kwd>
<kwd lng="en"><![CDATA[sociological knowledge]]></kwd>
<kwd lng="en"><![CDATA[dilemmas of inclusion.]]></kwd>
</kwd-group>
</article-meta>
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