<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000301462</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.066.ao04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fixada à parede, a coisa escrita: o cotidiano escolar em invenção e crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[The written thing in the wall: invention and criticism of school life]]></article-title>
<article-title xml:lang="es"><![CDATA[Fijado a la pared, lo escrito: la rutina escolar en invención y crítica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lacerda]]></surname>
<given-names><![CDATA[Mitsi Pinheiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>66</numero>
<fpage>1462</fpage>
<lpage>1485</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000301462&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000301462&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000301462&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo refletir acerca da invenção, reprodução e crítica de práticas no cotidiano escolar. Para isso, toma como referência teórica estudos de Michel de Certeau e Henri Lefebvre relacionados à vida cotidiana. Foi empregada, enquanto metodologia, a aplicação do método regressivo-progressivo proposto por Lefebvre através dos procedimentos de descrição, análise, regressão histórica e discussão a respeito de possibilidades. O desenvolvimento do texto comunica a análise que atravessa um artefato pedagógico comum, fixado à parede de uma sala de aula e encontrado em breve incursão a escolas localizadas no Noroeste do estado do Rio de Janeiro. Através do artefato pedagógico encontrado, acontece uma prática que dispõe de elementos presentes tanto em sua produção, quanto na reprodução e consumo. A descrição do artefato produz narrativas datadas historicamente, ressaltando a preservação de concepções anteriormente submetidas à crítica e sinalizando a invenção de outra realidade. No espaço escolar planificado, a busca regressiva e histórica que atravessa práticas e recursos didáticos, vai ao encontro de ideias que as delineiam e normatizam. Esta busca critica a persistência, na contemporaneidade, de produtos humanos já refutados. O estudo aponta para a possibilidade de a escola criar, através da análise crítica, regressiva e histórica, a compreensão acerca daquilo que produz e reproduz.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article reflects about the invention, reproduction and criticism of daily school practices. Studies by Michel de Certeau and Henri Lefebvre related to everyday life was taken as a theoretical reference. The application of the regressive-progressive method proposed by Lefebvre through the procedures of description, analysis, historical regression and discussion about possibilities was used as a methodology. The text communicates the analysis that goes through a common pedagogical artifact fixed to the wall of a classroom and soon found a foray to schools located in the Northwest of the state of Rio de Janeiro. Through the pedagogical artifact found, there is a practice that has elements present both in its production, as in reproduction and consumption. The description of the artifact produces historically dated narratives, highlighting the preservation of concepts previously submitted to criticism and signaling the invention of another reality. In the planned school space, the regressive and historical search that crosses educational practices and resources, meets ideas that outline and standardize them. This search criticizes the persistence, in contemporary times, of human products already refuted. The study points to the possibility of the school creating, through critical, regressive and historical analysis, the understanding about what it produces and reproduces.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo reflexionar sobre la invención, reproducción y crítica de las prácticas escolares diarias. Para ello, toma como referencia teórica los estudios de Michel de Certeau y Henri Lefebvre relacionados con la vida cotidiana. Como metodología, se utilizó la aplicación del método regresivo-progresivo propuesto por Lefebvre a través de los procedimientos de descripción, análisis, regresión histórica y discusión sobre posibilidades. El desarrollo del texto comunica el análisis que pasa por un artefacto pedagógico común, fijado a la pared de un aula y pronto encontró una incursión en las escuelas ubicadas en el noroeste del estado de Río de Janeiro. A través del artefacto pedagógico encontrado, existe una práctica que tiene elementos presentes tanto en su producción, como en su reproducción y consumo. La descripción del artefacto produce narraciones históricamente fechadas, destacando la preservación de conceptos previamente sometidos a crítica y señalando la invención de otra realidad. En el espacio escolar planificado, la búsqueda regresiva e histórica que cruza las prácticas y los recursos educativos cumple con las ideas que los describen y estandarizan. Esta búsqueda critica la persistencia, en tiempos contemporáneos, de productos humanos ya refutados. El estudio apunta a la posibilidad de que la escuela cree, a través de análisis críticos, regresivos e históricos, la comprensión de lo que produce y reproduce.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cotidiano Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[School Life]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practices]]></kwd>
<kwd lng="es"><![CDATA[Rutina Escolar]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Pedagógicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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