<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062015000200268</article-id>
<article-id pub-id-type="doi">10.2015/maio.ago.v25n49.006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Protagonismo feminino e relações afetivas vivenciadas no recreio escolar dos Anos Iniciais: problematizando discursos docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Female protagonism and emotional relationships experienced during recess in Elementary School: discussing teachers' discourses]]></article-title>
<article-title xml:lang="es"><![CDATA[Protagonismo femenino y relaciones afectivas vivenciadas en el recreo escolar de los Años Iniciales: problematizando discursos docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Rodrigo Saballa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas]]></surname>
<given-names><![CDATA[Juliana Ribeiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Erechim Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Luterana do Brasil  ]]></institution>
<addr-line><![CDATA[Canoas Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<volume>25</volume>
<numero>49</numero>
<fpage>268</fpage>
<lpage>281</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062015000200268&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062015000200268&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062015000200268&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo tem como objetivo a problematiza&#231;&#227;o das quest&#245;es de g&#234;nero e sexualidade, presentes em discursos de docentes dos Anos Iniciais do Ensino Fundamental, sobre as rela&#231;&#245;es afetivas vivenciadas por meninas de uma escola p&#250;blica de periferia com colegas de anos escolares posteriores no contexto do recreio. A pesquisa foi realizada atrav&#233;s da metodologia de grupo focal e contou com a participa&#231;&#227;o de doze professoras. As docentes, atrav&#233;s de seus discursos (produzidos por uma rede de institui&#231;&#245;es e artefatos culturais), constituem regimes de verdade que operam no governamento do comportamento das estudantes. A partir das an&#225;lises, &#233; poss&#237;vel evidenciar que os discursos docentes objetivam a regula&#231;&#227;o dos modos de ser, de agir e de conviver das estudantes. Para tanto, tais discursos apresentam um vocabul&#225;rio que diferencia os comportamentos esperados de meninas e meninos, na expectativa de que elas vivenciem suas feminilidades a partir de um padr&#227;o heteronormativo. Por esse motivo, conclui-se que os discursos heteronormativos proferidos no contexto escolar devem ser debatidos, para que as escolas possam contribuir para a supera&#231;&#227;o das desigualdades, introduzindo no curr&#237;culo e na pr&#225;tica cotidiana a problematiza&#231;&#227;o de toda e qualquer forma de discrimina&#231;&#227;o de g&#234;nero.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article aims at discussing issues of gender and sexuality present in discourses of Elementary School teachers about the personal relationships experienced by girls from a public school in a ghetto with classmates of more advanced classes during recess. The survey was conducted through focus group methodology with the participation of twelve teachers. The teachers, through their discourses (produced by a network of institutions and cultural artifacts), constitute truth regimes that operate in the governmentality of students' behavior. From the analyses, it is possible to highlight that the teachers' discourses aim at regulating the students' modes of being, acting and living together. To do so, these discourses show a vocabulary that distinguishes the expected behavior of girls and boys, hoping that the former experience their femininity in a heteronormative standard. Therefore, it is concluded that the heteronormative discourses in the school context should be discussed, so that schools can contribute to overcoming inequalities, introducing in the curriculum and in everyday practice the questioning of all and any forms of gender discrimination.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El art&#237;culo tiene como objetivo la problematizaci&#243;n de las cuestiones de g&#233;nero y sexualidad, presentes en discursos de docentes de los A&#241;os Iniciales de la Ense&#241;anza Fundamental, sobre las relaciones afectivas vivenciadas por ni&#241;as de una escuela p&#250;blica de periferia con compa&#241;eros de a&#241;os escolares posteriores en el contexto del recreo. La investigaci&#243;n se realiz&#243; a trav&#233;s de la metodolog&#237;a de grupo focal y cont&#243; con la participaci&#243;n de doce profesoras. Las docentes, a trav&#233;s de sus discursos (producidos por una red de instituciones y artefactos culturales), constituyen reg&#237;menes de verdad que operan en la gobernanza del comportamiento de las estudiantes. A partir de los an&#225;lisis, es posible evidenciar que los discursos docentes tienen como objetivo la regulaci&#243;n de los modos de ser, de actuar y de convivir de las estudiantes. Para esto, tales discursos presentan un vocabulario que diferencia los comportamientos esperados de ni&#241;as y ni&#241;os, en la expectativa de que ellas vivencien sus feminidades a partir de un patr&#243;n heteronormativo. Por este motivo, se concluye que los discursos heteronormativos proferidos en el contexto escolar deben ser debatidos, para que las escuelas puedan contribuir para la superaci&#243;n de las desigualdades, introduciendo en el curr&#237;culo y en la pr&#225;ctica cotidiana la problematizaci&#243;n de toda y cualquier forma de discriminaci&#243;n de g&#233;nero.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudos de Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Discursos]]></kwd>
<kwd lng="pt"><![CDATA[Heteronormatividade]]></kwd>
<kwd lng="pt"><![CDATA[Protagonismo Afetivo]]></kwd>
<kwd lng="pt"><![CDATA[Recreio]]></kwd>
<kwd lng="en"><![CDATA[Gender Studies]]></kwd>
<kwd lng="en"><![CDATA[Discourses]]></kwd>
<kwd lng="en"><![CDATA[Heteronormativity]]></kwd>
<kwd lng="en"><![CDATA[Affective Protagonism]]></kwd>
<kwd lng="en"><![CDATA[Recess]]></kwd>
<kwd lng="es"><![CDATA[Estudios de Género]]></kwd>
<kwd lng="es"><![CDATA[Discursos]]></kwd>
<kwd lng="es"><![CDATA[Heteronormatividad]]></kwd>
<kwd lng="es"><![CDATA[Protagonismo Afectivo]]></kwd>
<kwd lng="es"><![CDATA[Recreo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BUTLER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Fundamentos contingentes: o feminismo e a questão do pós-moderno.]]></article-title>
<source><![CDATA[Cadernos Pagu]]></source>
<year></year>
<volume>11</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>11-43</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GONDIM]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Grupos focais como técnica de investigação qualitativa: desafios metodológicos.]]></article-title>
<source><![CDATA[Paidéia]]></source>
<year></year>
<volume>12</volume>
<numero>24</numero>
<issue>24</issue>
<page-range>149-61</page-range><publisher-loc><![CDATA[Ribeirão Preto ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOURO]]></surname>
<given-names><![CDATA[Guacira Lopes]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teoria Queer - uma política pós-identitária para a educação.]]></article-title>
<source><![CDATA[Estudos Feministas]]></source>
<year></year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>541-53</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NICHOLSON]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Interpretando o gênero.]]></article-title>
<source><![CDATA[Estudos Feministas]]></source>
<year></year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>9-42</page-range><publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PRINS]]></surname>
<given-names><![CDATA[Baukje]]></given-names>
</name>
<name>
<surname><![CDATA[MEIJER]]></surname>
<given-names><![CDATA[Irene Costera]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA["Como os corpos se tornam matéria: entrevista com Judith Butler".]]></article-title>
<source><![CDATA[Estudos Feministas]]></source>
<year></year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>155-67</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCOTT]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Gênero: uma categoria útil de análise histórica.]]></article-title>
<source><![CDATA[Educação e Realidade]]></source>
<year></year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>71-99</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
