<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012019000100213</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v41i1.43853</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de resistência de alunos em uma escola pública: uma outra possiblidade de ver a indisciplina e a &#8216;defasagem&#8217; de aprendizagem]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas de resistencia de alumnos en una escuela pública: otra posibilidad de ver la indisciplina y la &#8216;brecha&#8217; de aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Practices of resistance of students in a public school: another possibility regarding indiscipline and learning &#8216;gap&#8217;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tedeschi]]></surname>
<given-names><![CDATA[Sirley Lizott]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pavan]]></surname>
<given-names><![CDATA[Ruth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Amambai Mato Grosso do Sul]]></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>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012019000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012019000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012019000100213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo tem como objetivo analisar práticas de resistência que alunos/as desenvolvem contra os efeitos das relações de poder vigentes em uma escola pública. A análise toma como referência o campo teórico pós-estruturalista, entendendo-se com Foucault que, onde há relações de poder, há práticas de resistência e que estas nunca se encontram em relação de exterioridade ao poder; ao contrário, as práticas de resistência ocorrem ali mesmo onde há relações de poder. Nesta perspectiva, tanto as relações de poder quanto as práticas de resistência são produtivas e têm um potencial de criação e transformação. Por meio da análise de entrevistas com professores/as e da observação dos/as alunos/as, mostramos que aquilo que a escola entende como comportamento indisciplinado e como defasagem de aprendizagem dos conteúdos das propostas curriculares pode também ser visto como práticas de resistência de alunos/as à homogeneidade exigida na escola. Esses movimentos de resistência possibilitam criar espaços de tensão, de fissuras, de desestabilização e transformação nas relações de poder instituídas. Desse modo, entendemos o contexto escolar além dos dispositivos de controle e normalização, ou seja, a escola constitui-se como um espaço privilegiado de práticas de liberdade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo tiene como objetivo analizar prácticas de resistencia que los alumnos/as desarrollan contra los efectos de las relaciones de poder hegemónicas vigentes en una escuela pública. El análisis toma como referencia el campo teórico pos-estructuralista y entiende como Foucault que, dónde hay relaciones de poder, hay prácticas de resistencia y que éstas nunca se encuentran en relación de exterioridad al poder; al contrario, las prácticas de resistencia ocurren allí mismo donde hay relaciones de poder. En esta perspectiva, tanto las relaciones de poder como las prácticas de resistencia son productivas y tienen un potencial de creación y transformación. A través del análisis de entrevistas con profesores/as y de la observación de los/as alumnos/as, mostramos que aquello que la escuela entiende como comportamiento indisciplinado y como &#8216;brecha&#8217; de aprendizaje de los contenidos de las propuestas curriculares puede también ser visto como prácticas de resistencia de alumnos/as a la homogeneidad exigida en la escuela. Estos movimientos de resistencia posibilitan crear espacios de tensión, de fisuras, de desestabilización y transformación en las relaciones de poder instituidas. De esta manera, entendemos el contexto escolar más allá de los dispositivos de control y normalización, o sea, la escuela se constituye como un espacio privilegiado de prácticas de libertad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This paper aims to analyze practices of resistance of students against the effects of hegemonic power relations present in a public school. The analysis has taken the post-structuralist theoretical field as a reference, by understanding, in accordance with Foucault, that wherever there are power relations, there are also resistance practices, which are never exterior to power; on the contrary, the resistance practices occur in the very place where there are power relations. From this perspective, both power relations and resistance practices are productive and have potency for creation and transformation. Through the analysis of interviews with teachers and observation of students, we show that what the school regards as unruly behavior and a gap in learning the contents of the curricular proposals may also be seen as students&#8217; practices of resistance to the homogeneity required by the school. Such resistance movements enable the creation of spots of tension, fissures, destabilization and transformation in the instituted power relations. Hence, we regard the school context beyond the control and normalization devices, i.e. the school becomes a privileged place for freedom practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[indisciplina]]></kwd>
<kwd lng="pt"><![CDATA[relações de poder]]></kwd>
<kwd lng="pt"><![CDATA[práticas de liberdade]]></kwd>
<kwd lng="es"><![CDATA[relaciones de poder]]></kwd>
<kwd lng="es"><![CDATA[prácticas de libertad]]></kwd>
<kwd lng="en"><![CDATA[indiscipline]]></kwd>
<kwd lng="en"><![CDATA[power relations]]></kwd>
<kwd lng="en"><![CDATA[freedom practices]]></kwd>
</kwd-group>
</article-meta>
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<publisher-name><![CDATA[Edições Texto e Grafia]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
