<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052023000500019</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.64336</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EXPERIÊNCIA ESTÉTICA DESCOLONIZADORA: desenvolvimento da consciência de si e do outro]]></article-title>
<article-title xml:lang="en"><![CDATA[DECOLONIZING AESTHETIC EXPERIENCE: development of self-conscience and other]]></article-title>
<article-title xml:lang="es"><![CDATA[DESCOLONIZAR LA EXPERIENCIA ESTÉTICA: desarrollar la consciencia de sí mismo y de los demás]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pissinatti]]></surname>
<given-names><![CDATA[Larissa Gotti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mori]]></surname>
<given-names><![CDATA[Nerli Nonato Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>esp</numero>
<fpage>19</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000500019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000500019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000500019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O trabalho com o texto literário na sala de aula constitui uma ferramenta para o desenvolvimento de um sujeito reflexivo e crítico. A experiência estética descolonizadora se apresenta como um dos caminhos possíveis nesse processo. A pesquisa teve por objetivo identificar os contrastes nas produções de surdos e ouvintes e o desenvolvimento da consciência de si, a partir da intervenção pedagógica com a literatura. Para tanto, foram utilizados os pressupostos de Lev S. Vigotski, em diálogo com autores dos estudos póscoloniais. A pesquisa foi realizada com alunos surdos e ouvintes de uma escola estadual de ensino fundamental II. A metodologia pautou-se nos pressupostos de Yves Lenoir para a intervenção pedagógica e de Rildo Cosson, no que concerne às etapas da sequência básica. A análise aprofundou os dados obtidos na etapa da interpretação vivenciada na sequência básica. Os resultados indicam o texto literário como espaço de desenvolvimento da consciência de si e do outro, descolonizando o preconceito em relação ao diferente e oportunizando, assim, uma experiência estética descolonizadora de práticas excludentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Working with literary texts in the classroom is a tool for the development of a reflective and critical subject. The decolonizing aesthetic experience presents itself as one of the possible paths in this process. This research, aims to identify the contrasts in the productions of deaf and hearing people and the development of selfconscience, from the pedagogical intervention with the literature. Therefore, Lev S. Vigotski's assumptions were used, in dialogue with authors of postcolonial studies. The research was carried out with deaf and hearing students from a state elementary school II. The methodology was based on the assumptions of Yves Lenoir for the pedagogical intervention and of Rildo Cosson, regarding the steps of the basic sequence. The analysis deepened the data obtained in the interpretation stage experienced in the basic sequence. The results indicate the literary text as a space for the development of self-awareness and the other, decolonizing prejudice in relation to what is different, thus creating an opportunity for an aesthetic experience that decolonizes exclusionary practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Trabajar con textos literarios en el aula es una herramienta para el desarrollo de un tema reflexivo y crítico. La experiencia estética descolonizadora se presenta como uno de los posibles caminos en este proceso. Esa investigación, tiene como objetivo identificar los contrastes en las producciones de las personas sordas y oyentes y el desarrollo de la autoconciencia, a partir de la intervención pedagógica con la literatura. Por lo tanto, se utilizaron los supuestos de Lev S. Vigotski, en diálogo con los autores de estudios poscoloniales. La investigación se llevó a cabo con estudiantes sordos y oyentes de una escuela primaria estatal II. La metodología se basó en los supuestos de Yves Lenoir para la intervención pedagógica y de Rildo Cosson, en cuanto a los pasos de la secuencia básica. El análisis profundizó los datos obtenidos en la etapa de interpretación vivida en la secuencia básica. Los resultados señalan al texto literario como un espacio para el desarrollo de la autoconciencia y el otro, descolonizando el prejuicio en relación a lo diferente, creando así una oportunidad para una experiencia estética que descoloniza las prácticas excluyentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[experiência estética]]></kwd>
<kwd lng="pt"><![CDATA[descolonização]]></kwd>
<kwd lng="pt"><![CDATA[intervenção pedagógica.]]></kwd>
<kwd lng="en"><![CDATA[aesthetic experience]]></kwd>
<kwd lng="en"><![CDATA[decolonization]]></kwd>
<kwd lng="en"><![CDATA[pedagogical intervention.]]></kwd>
<kwd lng="es"><![CDATA[experiencia estética]]></kwd>
<kwd lng="es"><![CDATA[descolonización]]></kwd>
<kwd lng="es"><![CDATA[intervención pedagógica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
