<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812024000100216</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.105.5764</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A constituição do escolar e sua desterritorialização: uma cartografia de escolas públicas do estado de Mato Grosso em tempos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[The constitution of the school and its deterritorialization: Cartography of public schools in the state of Mato Grosso in pandemic times]]></article-title>
<article-title xml:lang="es"><![CDATA[La constitución de la escuela y su desterritorialización: una cartografía de las escuelas públicas del estado de Mato Grosso en tiempos de pandemia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maldonado]]></surname>
<given-names><![CDATA[Maritza Maciel Castrillon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Luciene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Dimas Santana Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Mato Grosso (Unemat)  ]]></institution>
<addr-line><![CDATA[Cáceres Mato Grosso]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense (UFF)  ]]></institution>
<addr-line><![CDATA[Niterói Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado de Mato Grosso (Unemat)  ]]></institution>
<addr-line><![CDATA[Cáceres Mato Grosso]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade do Estado de Mato Grosso (Unemat)  ]]></institution>
<addr-line><![CDATA[Cáceres Mato Grosso]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (Uerj)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></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>105</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812024000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812024000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812024000100216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo traz resultado de pesquisa realizada em 2021 com professoras da educação básica das redes estadual e municipais de ensino de Mato Grosso, cujo objetivo foi cartografar &#8220;o escolar&#8221;, seus movimentos em tempos de pandemia e como veio a ser constituído fora do espaço-tempo da escola, ao utilizar tecnologias digitais para criar condições de encontro, aprendizagem, afetos e devires. Um questionário com perguntas abertas e fechadas, encaminhado via Google Forms, foi respondido por 407 professoras de escolas urbanas, do campo, indígenas e quilombolas de todas as regiões de Mato Grosso. Apresentam-se cartografias de escolas com base na narrativa de professoras sobre o escolar, sua materialidade e sua desterritorialização. Foram produzidas nuvens de palavras para criar círculos de convergência entre as narrativas e realizar as análises, tendo como intercessores principais Deleuze e Guattari, Larrosa, Masschelein e Simons, Vasconcellos-Silva e Araujo-Jorge. Concluiu-se pela necessidade de tecer &#8220;elogios à escola&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study presents the results of the research carried out in 2021 with basic education teachers from the state of Mato Grosso and its municipal education networks, intending to map the school, its movements in times of pandemic and how it came to be constituted beyond the school space, when digital technologies were used to create conditions for learning, meetings, affections and duties. A total of 407 teachers from urban, rural, indigenous and quilombola schools from all regions of Mato Grosso answered a questionnaire containing open and closed questions and sent via Google Forms. Cartographies of schools, based on the narrative of teachers regarding the school, its materiality and its deterritorialization, are displayed. Word clouds were produced to create circles of convergence among the narratives and to conduct the analyses, with major contributions from Deleuze and Guattari, Larrosa, Masschelein and Simons, and Vasconcellos-Silva and Araujo-Jorge. Lastly, we conclude that &#8220;the school ought to be praised&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta el resultado de una investigación realizada en 2021 con docentes de educación básica de las redes educativas estatales y municipales de Mato Grosso, cuyo objetivo fue cartografiar &#8220;la escuela&#8221;, sus movimientos en tiempos de pandemia y cómo llegó a constituirse fuera del espacio y tiempo escolar, utilizando las tecnologías digitales para crear condiciones de encuentro, aprendizaje, afectos y devenires. Un cuestionario con preguntas abiertas y cerradas, enviado a través de Google Forms, fue respondido por 407 docentes de escuelas urbanas, rurales, indígenas y quilombolas de todas las regiones de Mato Grosso. Se presentan cartografías de escuelas a partir de la narrativa de los docentes sobre la escuela, su materialidad y su desterritorialización. Se produjeron nubes de palabras para crear círculos de convergencia entre las narrativas y realizar los análisis, teniendo como principales intercesores Deleuze y Guattari, Larrosa, Masschelein y Simons, Vasconcellos-Silva y Araujo-Jorge. Se concluyó que era necesario &#8220;elogiar la escuela&#8221;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cartografia]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="pt"><![CDATA[pandemia.]]></kwd>
<kwd lng="en"><![CDATA[cartography]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[pandemic.]]></kwd>
<kwd lng="es"><![CDATA[cartografía]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[pandemia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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