<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2021000100261</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.068.ds11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diários visuais e/ou textuais como laboratório de criação de si: movimentos transversais na docência universitária]]></article-title>
<article-title xml:lang="en"><![CDATA[Visual and/or textual diaries as a self-creation laboratory: transversal movements in higher education teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[Diarios visuales y/o textuales como laboratorio de creación de si: movimientos transversales en la enseñanza universitaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardonetti]]></surname>
<given-names><![CDATA[Vivien Kelling]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garlet]]></surname>
<given-names><![CDATA[Francieli Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Marilda Oliveira De]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>68</numero>
<fpage>261</fpage>
<lpage>290</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000100261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000100261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000100261&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo busca pensar a formação na docência universitária a partir da perspectiva das filosofias da diferença, uma formação que &#8220;acontece&#8221; em meio aos seus processos e encontros imprevistos, sem uma forma a priori a ser alcançada. Escritos de autores e autoras como Ribetto (2011), Pereira (2010a, 2010b), Loponte (2008, 2014), Hardt (2006) e Corazza (2013) se mostram como ferramentas potentes para pensar desdobramentos a partir dessa perspectiva, ou seja, uma formação que é pensada como um campo vivo e aberto, sempre a se fazer. São articulados também à escrita, três diários visuais e/ou textuais, os quais foram produzidos pelas autoras deste artigo em seus percursos como professoras no contexto da universidade. Assim, busca-se pensar: Como os diários visuais e/ou textuais podem funcionar como laboratório de criação de si na docência universitária? Dessa forma, intentou-se pensar o cenário formativo como um laboratório de experimentação, possibilitando colocar a docência em tensionamento com elementos/alimentos (ROLNIK, 2006) que não necessariamente dizem de docência, mas que funcionam como elementos potentes para produzi-la. A perspectiva cartográfica, enquanto estratégia de investigação processual (DELEUZE; GUATTARI, 1995), impeliu as autoras a investir em linhas transversais (GALLO, 2006; GUATTARI, 2004) junto aos diários visuais e/ou textuais (CARDONETTI; OLIVEIRA, 2015; OLIVEIRA, 2011, 2013, 2014) produzidos em suas experiências educativas. Junto desse movimento de pesquisa pensa-se/opera-se uma formação docente que se dá na singularidade de seu acontecer.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aims at thinking the formation in higher education through the perspective of the philosophies of difference, a formation that &#8216;happens&#8217; in between its processes and unpredicted encounters, without a form to be achieved a priori. The writings of female and male authors such as Ribetto (2011), Pereira (2010a, 2010b), Loponte (2008, 2014), Hardt (2006), and Corazza (2013) show to be powerful tools to think the unraveling through this perspective, that is, a formation which is thought as a living and open field, always about to become. Three visual and/or textual diaries are also articulated in this writing, which were produced by the authors of this paper in their trajectories as lecturers in the context of higher education. Thus, the goal is to think: How can visual and/or textual diaries work as a self-creation laboratory in higher education? Thus, we sought to think the formative scenario as a laboratory for experimentation, aiming at tensioning the process of teaching with elements/food (ROLNIK, 2006) that do not relate to teaching necessarily, but function as powerful elements to conceive it. The cartographic perspective, as a processual strategy for investigation (DELEUZE; GUATTARI, 1995), has impelled the authors to invest in transversal movements (GALLO, 2006; GUATTARI, 2004) along with the visual and/or textual diaries (CARDONETTI; OLIVEIRA, 2015; OLIVEIRA, 2011, 2013, 2014) produced in educative experiences. In this research movement we think/operate a teacher&#8217;s formation in the uniqueness of their happenings.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo intenta pensar la formación en la enseñanza universitaria desde la perspectiva de las filosofías de la diferencia, una formación que &#8216;ocurre&#8217; en medio a sus procesos y encuentros imprevisibles, no presentando una forma a priori a ser lograda. Escritos de autores y autoras como Ribetto (2011), Pereira (2010a, 2010b), Loponte (2008, 2014), Hardt (2006) y Corazza (2013) se presentan como herramientas potentes para pensar despliegues desde esa perspectiva, o sea, una formación que es pensada como un campo vivo y abierto, siempre a hacerse. Se articulan también a la escritura, tres diarios visuales y/o textuales, los cuales fueron producidos por las autoras de este artículo en sus percursos como profesoras en el contexto de la universidad. Así, se busca pensar: ¿Cómo los diarios visuales y/o textuales pueden funcionar como laboratorio de creación de si en la enseñanza universitária? De esta forma se intentó pensar el escenario formativo como laboratorio de experimentación, posibilitando colocar la enseñanza en tensión con elementos/alimentos (ROLNIK, 2006) que no necesariamente dicen de la enseñanza, pero funcionan como elementos potentes para producirla. La perspectiva cartográfica como estrategia de investigación procesual, (DELEUZE; GUATTARI, 1995) impelió las autoras a invertir em líneas transversales (GALLO, 2006; GUATTARI, 2004) junto a los diarios visuales y/o textuales (CARDONETTI; OLIVEIRA, 2015; OLIVEIRA, 2011, 2013, 2014) producidos en sus experiencias educativas. Junto a este movimiento de investigación pénsase/opérase una formación docente en la singularidad de su curso.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diários visuais e/ou textuais]]></kwd>
<kwd lng="pt"><![CDATA[Laboratório de criação de si]]></kwd>
<kwd lng="pt"><![CDATA[Docência universitária]]></kwd>
<kwd lng="pt"><![CDATA[Transversalidade]]></kwd>
<kwd lng="en"><![CDATA[Visual and/or textual diaries]]></kwd>
<kwd lng="en"><![CDATA[Self-creation laboratory]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Transversality]]></kwd>
<kwd lng="es"><![CDATA[Diarios visuales y/o textuales]]></kwd>
<kwd lng="es"><![CDATA[Laboratorio de creación de sí]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza universitaria]]></kwd>
<kwd lng="es"><![CDATA[Transversalidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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