<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202024000100104</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2024i57p104-112</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ESPELHO CONVEXO EM &#8220;EXTRAORDINÁRIO&#8221;: ANÁLISE DOS MECANISMOS DE DEFESA FRENTE AO CORPO ABJETO NAS RELAÇÕES ESCOLARES]]></article-title>
<article-title xml:lang="en"><![CDATA[The convex mirror in &#8220;Extraordinário&#8221;: Analysis of Defense Mechanisms Against the Abject Body in School Relations]]></article-title>
<article-title xml:lang="es"><![CDATA[El espejo convexo em &#8220;Extraordinario&#8221;: Análisis de los mecanismos de defensa contra el cuerpo abyecto en las relaciones escolares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Poker]]></surname>
<given-names><![CDATA[Thalita Catarina Decome]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Corina Alburquerque]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>57</volume>
<fpage>104</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202024000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202024000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202024000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo explora a representação do olhar da diferença e do corpo dissidente da norma no livro EXTRAORDINÁRIO, por meio da análise de literatura, pelo exame das reações emocionais e dos mecanismos de defesa daqueles ao redor de August - principalmente seus colegas e adultos. O trabalho recorre a teorias de poder e subjetividade, especialmente do pós-estruturalismo e da teoria queer, para investigar como as normas sociais moldam o gerenciamento dos corpos não normativos. Não obstante, apresenta as categorias de análise sugeridas por Lígia Amaral para a tratativa dos elementos narrativos em que a deficiência e o corpo disforme estão em foco nas histórias infantis. Por fim, o artigo defende uma mudança no discurso sobre corpos considerados "abjetos", sugerindo que a aceitação ativa pode levar a práticas sociais transformadoras nas escolas. Desafia narrativas tradicionais e propõe uma nova gramática das relações sociais que desloque o diferente enquanto agência para novas narrativas nas relações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article explores the representation of the gaze on difference and the dissident body in the book Wonder, through a literary analysis. It examines the emotional reactions and defense mechanisms of those around August - primarily their peers and adults. The work draws on theories of power and subjectivity, particularly post-structuralism and queer theory, to investigate how social norms shape the management of non-normative bodies. Furthermore, it incorporates the analytical categories proposed by Lígia Amaral for addressing narrative elements where disability and disfigurement are central in children's literature. Finally, the article advocates for a shift in the discourse on "abject" bodies, suggesting that embracing difference can lead to transformative social practices in schools. It challenges traditional narratives and proposes a new grammar of social relationships that reframes the "different" as an agent for new narratives in human interactions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo explora la representación de la mirada hacia la diferencia y el cuerpo disidente en el libro Extraordinario, a través de un análisis literario. Examina las reacciones emocionales y los mecanismos de defensa de quienes rodean a August, principalmente sus compañeros y adultos. El trabajo se basa en teorías de poder y subjetividad, en particular el posestructuralismo y la teoría queer, para investigar cómo las normas sociales moldean la gestión de los cuerpos no normativos. Además, incorpora las categorías de análisis propuestas por Lígia Amaral para abordar los elementos narrativos donde la discapacidad y la deformidad están en el centro de la literatura infantil. Finalmente, el artículo aboga por un cambio en el discurso sobre los cuerpos "abyectos", sugiriendo que aceptar activamente la diferencia puede conducir a prácticas sociales transformadoras en las escuelas. Cuestiona las narrativas tradicionales y propone una nueva gramática de las relaciones sociales que reposicione al "diferente" como agente de nuevas narrativas en las relaciones humanas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Corpos dissidentes]]></kwd>
<kwd lng="pt"><![CDATA[Síndrome de Treacher Collins]]></kwd>
<kwd lng="en"><![CDATA[School Psychology]]></kwd>
<kwd lng="en"><![CDATA[Educational Psychology]]></kwd>
<kwd lng="en"><![CDATA[Disability]]></kwd>
<kwd lng="en"><![CDATA[Dissident Bodies]]></kwd>
<kwd lng="en"><![CDATA[Treacher Collins Syndrome]]></kwd>
<kwd lng="es"><![CDATA[Psicología Escolar]]></kwd>
<kwd lng="es"><![CDATA[Psicología Educativa]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Cuerpos dissidentes]]></kwd>
<kwd lng="es"><![CDATA[Síndrome de Treacher Collins]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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