<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492021000100068</article-id>
<article-id pub-id-type="doi">10.17058/rea.v29i1.14436</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relações de gênero, poder e educação: uma perspectiva pósestruturalista]]></article-title>
<article-title xml:lang="en"><![CDATA[Gender, power and education relations: a poststructuralist perspective]]></article-title>
<article-title xml:lang="es"><![CDATA[Relaciones de género, poder y educación: una perspectiva posestructuralista]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrias]]></surname>
<given-names><![CDATA[Eleazar Venancio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Inês Maria Marques Zanforlin Pires de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Pará  ]]></institution>
<addr-line><![CDATA[Tucuruí Pará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>29</volume>
<numero>1</numero>
<fpage>68</fpage>
<lpage>82</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492021000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492021000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492021000100068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Entende-se que a educação institucionalizada se insere em um contexto de emergência de novas identidades culturais e sociais. Assim, o artigo busca compreender como determinados estudantes homossexuais e transexuais se inscrevem subjetivamente em suas relações de gênero vivenciadas nas práticas de escolarização. Com base nos pressupostos epistemológicos do pós-estruturalismo, especialmente Foucault, analisam-se as relações de gênero enquanto relações de poder e relacionam-se os processos de escolarização dos sujeitos com a construção/constituição das identidades de gênero. Constata-se que as representações de gênero são um investimento sobre o corpo, no sentido de uma pretensa educação da mente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT It is understood that institutionalized education enters an appearance context of new cultural and social identities. Thus, the article seeks to understand how certain homosexual and transsexual students are subjectively registered in their gender relations experienced in schooling practices. Based on the epistemological assumptions of poststructuralism, especially with Foucault, gender relations are analyzed as power relations and with the subjects schooling processes that are related to the construction/constitution of gender identities. It is found that gender representations are a body investment, in the sense of a long-awaited mind education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se entiende que la educación institucionalizada ingresa en un contexto de emergencia de nuevas identidades culturales y sociales. Así, el artículo busca comprender como determinados estudiantes homosexuales y transexuales se inscriben subjetivamente en sus relaciones de género vivenciadas en las prácticas de escolarización. Con base en los presupuestos epistemológicos del posestructuralismo, especialmente Foucault, se analizan las relaciones de género como relaciones de poder y se relacionan los procesos de escolarización de los sujetos con la construcción/constitución de las identidades de género. Se constata que las representaciones de género son una inversión sobre el cuerpo, en el sentido de una ansiada educación de la mente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pós-estruturalismo]]></kwd>
<kwd lng="pt"><![CDATA[Relações de gênero]]></kwd>
<kwd lng="pt"><![CDATA[Poder]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Poststructuralism]]></kwd>
<kwd lng="en"><![CDATA[Gender relations]]></kwd>
<kwd lng="en"><![CDATA[Power]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Posestructuralismo]]></kwd>
<kwd lng="es"><![CDATA[Relaciones de género]]></kwd>
<kwd lng="es"><![CDATA[Poder]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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