<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822021000300067</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v26i58.1574</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Afirmar a vida no encontro entre o cinema e uma formação de professoras]]></article-title>
<article-title xml:lang="en"><![CDATA[Affirming life in the meeting between cinema and teacher training]]></article-title>
<article-title xml:lang="es"><![CDATA[Afirmar la vida en el encuentro entre cine y formación docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roseiro]]></surname>
<given-names><![CDATA[Steferson Zanoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourenço]]></surname>
<given-names><![CDATA[Suzany Goulart]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Janete Magalhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Prefeitura Municipal de Cariacica  ]]></institution>
<addr-line><![CDATA[Cariacica Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Vila Velha (UVV)  ]]></institution>
<addr-line><![CDATA[Vila Velha Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo (UFES)  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>58</numero>
<fpage>67</fpage>
<lpage>88</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822021000300067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822021000300067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822021000300067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetiva problematizar os modos de pensar e praticar os currículos no cotidiano escolar em direção ao fortalecimento do apego à vida na escola a partir de discussões e ideias decorrentes de uma pesquisa-formação no contato com dois curtas-metragens. Metodologicamente, foram criadas redes de conversações com professoras de uma Rede Municipal de Ensino, para tensionar o limite do corpo-indivíduo em direção à produção de coletivos verdadeiramente implicados com os pensamentos curriculares, partindo de dois curtas-metragens como elementos disparadores para as conversações: L3.o (2014) e Piirongin Piiloissa (2011). Por meio das imagens-cinema apresentadas, notou-se uma movimentação do pensamento das professoras, ao atualizarem enunciações acerca da vida escolar e de seus limites, destacando as rasuras produzidas pela emoção criadora que expandem o apego à vida. Por fim, conclui que o apego à vida é necessário para liberar a vida e permitir a passagem da pulsão vital que dá acesso à potência de criação e, assim, das problematizações e criações docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract It aims to problematize the ways of thinking and practicing the curricula in everyday school life towards strengthening the attachment to life in school from discussions and ideas arising from a research-training in contact with two short films. Methodologically, networks of conversation were created with teachers of a Municipal Education Network, to stretch the limit of the individual-body towards the production of collectives truly involved with curricular thoughts, starting from two short films as triggering elements for the conversations: L3.o (2014) and Piirongin Piiloissa (2011). Through the cinema-images presented, we noticed a movement in the teachers&#8217; thoughts, as they updated statements about school life and its limits, highlighting the erasures produced by the creative emotion that expand the attachment to life. At last, it concludes that the attachment to life is necessary to release life and allow the passage of the vital drive that gives access to the power of creation and, thus, to the problematization and creations of teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Tiene como objetivo problematizar los modos de pensar y practicar los currículos en el cotidiano escolar hacia el fortalecimiento del apego a la vida en la escuela a partir de discusiones e ideas surgidas de una investigación-formación en contacto con dos cortometrajes. Metodológicamente, se crearon redes de conversación con docentes de una Red Municipal de Educación, para estirar el límite del individuo-cuerpo hacia la producción de colectivos verdaderamente involucrados con los pensamientos curriculares, a partir de dos cortometrajes como elementos desencadenantes de las conversaciones: L3.o (2014) y Piirongin Piiloissa (2011). A través de las cine-imágenes presentadas, notamos un movimiento en el pensamiento de los docentes, en la medida en que actualizaban los enunciados sobre la vida escolar y sus límites, destacando las borraduras producidas por la emoción creadora que expanden el apego a la vida. Finalmente, concluye que el apego a la vida es necesario para liberar la vida y permitir el paso de la pulsión vital que da acceso al poder de creación y, por tanto, a la problematización y creaciones de los docentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[apego à vida]]></kwd>
<kwd lng="pt"><![CDATA[imagem-cinema]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[attachment to life]]></kwd>
<kwd lng="en"><![CDATA[cinema-image]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[apego a la vida]]></kwd>
<kwd lng="es"><![CDATA[cine-imágenes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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