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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Sebastião, João, Campos, J., Merlini, S. & Chambino, M. (2013). Educational policies, territories and actors strategies. Italian Journal of Sociology of Education. 5  (2), 110-132
Exportar Referência (IEEE) 
J. M. Sebastião et al.,  "Educational policies, territories and actors strategies", in Italian Journal of Sociology of Education, vol. 5 , no. 2, pp. 110-132, 2013
Exportar BibTeX 
@article{sebastião2013_1731727610457,
	author = "Sebastião, João and Campos, J. and Merlini, S. and Chambino, M.",
	title = "Educational policies, territories and actors strategies",
	journal = "Italian Journal of Sociology of Education",
	year = "2013",
	volume = "5 ",
	number = "2",
	pages = "110-132",
	url = "http://ijse.padovauniversitypress.it/"
}
Exportar RIS 
TY  - JOUR
TI  - Educational policies, territories and actors strategies
T2  - Italian Journal of Sociology of Education
VL  - 5 
IS  - 2
AU  - Sebastião, João
AU  - Campos, J.
AU  - Merlini, S.
AU  - Chambino, M.
PY  - 2013
SP  - 110-132
SN  - 2035-4983
UR  - http://ijse.padovauniversitypress.it/
AB  - The purpose of this paper is to analyse how educational policies about school violence are reinterpreted and implemented at school level and if this process contributes to a more pluralistic and democratic school. A research carried out in 3 clusters of schools showed that the diversity of understandings and strategies to face school violence, higher within the territories than between them, was associated to the school board's agendas and the legitimacy of the different actors to interpret and act within the national policies framework. There was a high consistency between violence management strategies and the ways schools faced social and cultural diversity. Those who favour more inclusive strategies to deal with violence tend to provide higher educational opportunities in schools, inversely, those who favour repressive strategies are more likely to support educational and social selective strategies, with less educational offer; less participation of teachers, students and parents in violence regulation.
ER  -