<?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>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872019000102214</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2019.44236</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação inventiva de professores por entre tessituras ética, estética e política de escritas acadêmicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers' inventive formation between the ethics, aesthetics, and politics of academic writings.]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación inventiva de profesores entre la ética, la estética y la política de escritura académica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[dias]]></surname>
<given-names><![CDATA[Rosimeri de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872019000102214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872019000102214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872019000102214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo O propósito deste trabalho é pensar sobre as temáticas da formação inventiva de professores atravessadas pela atividade estética de uma escrita de si. Para tanto, fazemos ressoar a questão feita por Maurice Blanchot para enfrentar a linguagem da pesquisa em educação ligada à exigência de sua descontinuidade, de modo que a palavra escrita seja plural e implicada com o próprio movimento de uma experiência estética: &#8220;Como escrever de tal maneira que a continuidade do movimento da escrita possa deixar intervir fundamentalmente a interrupção como sentido e a ruptura como forma?&#8221; Trabalha-se com dois eixos de análise e de intervenção: a noção de escrita de si de Michel Foucault e a ideia de texto e fora do texto de René Lourau. Há círculos com o intuito de guiar o leitor nas trajetórias das pesquisas sobre formação inventiva de professores e seus fragmentos diarísticos. Os círculos não estão separados, mas se encontram e ressoam entre si com os eixos da escrita de si, do texto e do fora texto, são eles: escrita de si e pesquisar com; diário de pesquisa e restituição escrita; devir texto e tessituras do pesquisar e do escrever na formação. Existem ressonâncias inventivas, em que cada fragmento de diário, mais do que ser um fragmento, é a expressão de uma ação que se constitui em práticas efetivas abertas às intensidades e às diferenças. Contudo, reverte-se o trabalho do diário tomando-o longe do padrão para se poder tratá-lo mais próximo à alteridade, aos processos de subjetivação ético, estético e políticos de uma formação inventiva de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this paper is to reflect on the subjects of teachers' inventive formation intersected by the aesthetics activities of self-writing. Therefore, we resonate with the question made by Maurice Blanchot to face the language of education research tied to its demand for discontinuity, in a way that the written word is diverse and implicated by its movement of aesthetic experience: "How to write in a way that the continuity of writing movement can allow intervening fundamentally the interruption as meaning and rupture as form?" Two axes of analyses and intervention are used: the notion of self-writing from Michel Foucault and the idea of text outside the text from René Lourau. There are circles with the intent to guide the reader through the research on teachers' inventive formation and journal fragments. The circles are separated, but they meet and resonate between them with the axes of the self-writing, of the text outside of the text, they are: self-writing and researching with; research journal and written restitution; becoming text and the tessituras of researching and of writing in education. There are inventive resonances in wich each fragment of the journal, its more than a fragment, its the expression of an action that forms itself on effective practices open to intensities and differences. However, the work of the journal is reversed to bring it away from the norm to be able to treat it closer to the otherness, to processes of ethics, aesthetics and political subjectivation in teachers' inventive formation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen El propósito de este artículo es pensar en la temática de la formación inventiva de professores atravesada por la actividad estética de una escritura de sí. Con este fin, hacemos eco a la pregunta planteada por Maurice Blanchot para abordar el lenguaje de la investigación en educación vinculada a la exigencia de su discontinuidad, de modo que la palabra escrita sea plural y atenta con el propio movimiento de una experiencia estética: "¿Cómo escribir de tal manera que la continuidad del movimiento de la escritura pueda permitir fundamentalmente la interrupción como sentido y la ruptura como la forma?" Trabajamos con dos ejes de análisis e intervención: la noción de escrita de sí de Michel Foucault y la idea de texto y fuera del texto de René Lourau. Existen círculos para guiar al lector en las trayectorias de investigación sobre la formación inventiva de profesores y sus fragmentos diarios. Los círculos no están separados, pero se encuentran y resuenan con los ejes de escritura, texto y fuera del texto, son: escritura de sí y buscar con; diário de investigación y restitución escrita; devenir texto y tesitura de la práctica de investigar y de la escritura en la formación. Hay resonancias inventivas, en las que cada fragmento de diario, en lugar de ser un fragmento, es la expresión de una acción que constituye prácticas efectivas abiertas a intensidades y diferencias. Sin embargo, el trabajo del diario se invierte, retirándolo de la norma para que pueda tratarse más cerca de la otredad, a los procesos de subjetivación ética, estética y política de una formación inventiva de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Inventiva De Professores]]></kwd>
<kwd lng="pt"><![CDATA[Cartografia]]></kwd>
<kwd lng="pt"><![CDATA[Estética]]></kwd>
<kwd lng="pt"><![CDATA[Produção De Subjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Escrita Acadêmica]]></kwd>
<kwd lng="en"><![CDATA[teachers' inventive formation]]></kwd>
<kwd lng="en"><![CDATA[cartography]]></kwd>
<kwd lng="en"><![CDATA[aesthetics]]></kwd>
<kwd lng="en"><![CDATA[production of subjectivity]]></kwd>
<kwd lng="en"><![CDATA[academic writing]]></kwd>
<kwd lng="es"><![CDATA[Formación inventiva de profesores]]></kwd>
<kwd lng="es"><![CDATA[Cartografía]]></kwd>
<kwd lng="es"><![CDATA[Estética producción de subjetividad]]></kwd>
<kwd lng="es"><![CDATA[Escritura académica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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