<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922018000400963</article-id>
<article-id pub-id-type="doi">10.20396/etd.v20i4.8649842</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESCRILEITURAS TRADUTÓRIAS: REINVENÇÃO EMPÍRICA DO ARQUIVO]]></article-title>
<article-title xml:lang="en"><![CDATA[TRANSLATING READING-WRITINGS: EMPIRICAL REINVENTION OF THE FILE]]></article-title>
<article-title xml:lang="es"><![CDATA[LECTOESCRITURAS PARA TRADUCIR: REINVENCIÓN EMPÍRICA DEL ARCHIVO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Maria Idalina Krause de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olegário]]></surname>
<given-names><![CDATA[Fabiane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corazza]]></surname>
<given-names><![CDATA[Sandra Mara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Taquari  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>4</numero>
<fpage>963</fpage>
<lpage>978</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922018000400963&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922018000400963&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922018000400963&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Este artigo busca pensar o arquivo como um plano de pensamento aberto a a&#231;&#245;es tradut&#243;rias em educa&#231;&#227;o. Toma a tradu&#231;&#227;o de um texto de partida atravessado por movimentos-fluxos como via de escrileituras que promovem a reinven&#231;&#227;o emp&#237;rica de dados e que se tornam uma pot&#234;ncia afirmadora no campo da educa&#231;&#227;o. Nesse processo, o educador-tradutor &#233; tomado por uma for&#231;a intensiva que faz variar o existente, passando a produzir novas conex&#245;es imaginativas que se cruzam e se atualizam em a&#231;&#245;es experimentais atravessadas por elementos filos&#243;ficos, cient&#237;ficos, art&#237;sticos e liter&#225;rios. Tais encontros possibilitam pr&#225;ticas afirmativas da doc&#234;ncia, visto que o educador-tradutor n&#227;o se limita a reproduzir os conhecimentos originais, pois, &#224; medida que traduz, atribui novos e m&#250;ltiplos sentidos ao pr&#243;prio texto de partida e por esse meio passa a expressar e a construir novas realidades articuladas com uma po&#233;tica de escrita. Sendo assim, o conhecimento contido em um determinado arquivo torna-se possibilidade de inven&#231;&#227;o e de fic&#231;&#227;o, porque se constitui como um suporte gerativo e did&#225;tico para novos saberes que s&#227;o experimentados cotidianamente no ensino e na educa&#231;&#227;o contempor&#226;nea. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper attempts to think about the file as a thought plan that is open to translating actions in education. It regards the translation of a source text crossed by flow-movements as via of reading-writings that promote the empirical reinvention of data and become an affirming potency in the field of education. In this process, the translator-educator is taken by an intensive force that makes the existent vary, thus producing new imaginative connections that intersect and are updated in experimental actions crossed by philosophical, scientific, artistic and literary elements. Such encounter enables affirmative teaching practices, once the translator-educators are not bound to reproduce the original knowledges, as they attribute new and multiple meanings to the source text while translating, thus expressing and constructing new realities articulated with a poetics of writing. Hence, the knowledge contained in a certain file becomes a possibility of invention and fiction, as it is a generative and didactical support for new knowledges daily experienced in contemporary teaching and education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este art&#237;culo busca entender el archivo como un plan de pensamiento abierto a las acciones de traducci&#243;n en la educaci&#243;n. Toma la traducci&#243;n desde un texto de partida, atravesado por movimientos-flujos como v&#237;a de lectoescrituras que promueven la reinvenci&#243;n emp&#237;rica de datos y que se convierte en una potencia afirmadora en el campo de la educaci&#243;n. En este proceso, el educador-traductor no se limita a reproducir los conocimientos originales, ya que, a medida que traduce, atribuye nuevos y m&#250;ltiples sentidos al propio texto de partida, y por ese medio pasa a expresar y a construir nuevas realidades articuladas con una po&#233;tica de escrita. Siendo as&#237;, el conocimiento contenido en un determinado archivo se torna una posibilidad de invenci&#243;n y de ficci&#243;n, porque se constituye como un soporte generativo y did&#225;ctico para nuevos saberes que son experimentados cotidianamente en el ense&#241;o y en la educaci&#243;n contempor&#225;nea.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escrileituras]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tradução]]></kwd>
<kwd lng="pt"><![CDATA[Arquivo]]></kwd>
<kwd lng="en"><![CDATA[Reading-writings]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Translation]]></kwd>
<kwd lng="en"><![CDATA[File]]></kwd>
<kwd lng="es"><![CDATA[Lectoescrituras]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Traducción]]></kwd>
<kwd lng="es"><![CDATA[Archivo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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