This article offers a framework for analyzing social movement participation in public education through a focus on universities in Brazil. It builds on the literature on social movement–state relations, participatory governance, and community organizing in schools, drawing on the case of the Brazilian Landless Workers Movement and the National Program for Education in Areas of Agrarian Reform (PRONERA) to illustrate the need to recenter the idea of conflict as a central and ongoing process of social movement participation in public schools and universities. The article also introduces the concept of prefiguration and highlights how students can prefigure in the formal public school system the types of social and economic practices they hope to build in the future. Contentious cogovernance and prefiguration are tools not only for improving educational equity but also for increasing the strength and internal capacity of social movements, paralleling the role Paulo Freire envisioned for nonformal popular education within grassroots organizations.

本文通过关注巴西的大学，提供了一个分析社会运动参与公共教育的框架。它以关于社会运动与国家关系、参与式治理和学校社区组织的文献为基础，借鉴巴西无地工人运动和土地改革领域国家教育计划 (PRONERA) 的案例来说明需要重新将冲突的想法作为中心和持续的社会运动参与公立学校和大学的过程。文章还介绍了预表的概念，并强调了学生如何在正规公立学校系统中预表他们希望在未来建立的社会和经济实践的类型。有争议的共治和预兆不仅是改善教育公平的工具，也是增强社会运动力量和内部能力的工具，与保罗·弗莱雷设想的草根组织内非正规大众教育的作用相似。