<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312022000100129</article-id>
<article-id pub-id-type="doi">10.26512/lc28202244188</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O currículo-imagem do videoclipe: educando olhares para diferenças de gênero e sexualidade]]></article-title>
<article-title xml:lang="es"><![CDATA[El currículo-imagen del videoclip: educando miradas sobre diferencias de género y sexualidad]]></article-title>
<article-title xml:lang="en"><![CDATA[The curriculum-imagem of the music video: educating eyes on gender and sexuality differences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Junior]]></surname>
<given-names><![CDATA[Alcidesio Oliveira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312022000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312022000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312022000100129&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O que pode uma imagem? Inspirado em Deleuze e Guattari e nas teorias pós-críticas de currículo, objetivo, por meio de uma cartografia, compreender como o videoclipe Viðrarvel til loftárása, da banda Sigur Rós, proporciona uma experiência estética na educação do olhar para as diferenças de gênero e de sexualidade. Concluo argumentando que o currículo-imagem não apenas reconhece nossa capacidade de compreender cognitivamente o mundo ao nosso redor, com suas lógicas e medidas, mas também entende que os afetos são fundamentais para que possamos adentrar na superfície da alteridade, reconhecendo as diferenças, nutrindo-nos de uma participação mais criativa nas relações com o outro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen ¿Qué puede hacer una imagen? Inspirado en Deleuze y Guattari y las teorías proscriticas del currículo, objetivo a través de una cartografía comprender cómo el video musical Viðrarvel til loftárása de la banda Sigur Rós brinda una experiencia estética en la educación de la mirada sobre las diferencias de género y sexualidad. Concluyo argumentando que el currículo-imagen no solo reconoce nuestra capacidad de comprender cognitivamente el mundo que nos rodea, con sus lógicas y medidas, sino que comprende que los afectos son fundamentales para que penetremos en la superficie de la otredad, reconociendo las diferencias, nutriéndonos de una participación más creativa en las relaciones con los demás.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract What can an image do? Inspired by Deleuze and Guattari and post-critical theories of curriculum, I aim, through a cartography, to understand how the music video Viðrarvel til loftárása by the band Sigur Rós provides an aesthetic experience in the education of the look at gender and sexuality differences. I conclude by arguing that the curriculum-image not only recognizes our ability to cognitively understand the world around us, with its logics and measures, but also understands that affections are fundamental for us to penetrate the surface of otherness, recognizing differences, nurturing us to participate more creatively in relationships with others.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Estética]]></kwd>
<kwd lng="pt"><![CDATA[Videoclipe]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia da Diferença]]></kwd>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación Estética]]></kwd>
<kwd lng="es"><![CDATA[Videoclip]]></kwd>
<kwd lng="es"><![CDATA[Filosofía de la diferencia]]></kwd>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Aesthetic Education]]></kwd>
<kwd lng="en"><![CDATA[Music video]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of Difference]]></kwd>
<kwd lng="en"><![CDATA[Genre]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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