<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052017000300119</article-id>
<article-id pub-id-type="doi">10.12957/teias.2017.28711</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[APROPRIAÇÕES NOS TERRITÓRIOS CURRICULARES: Cartografando de-formações na história da arte]]></article-title>
<article-title xml:lang="en"><![CDATA[APPROPRIATION IN CURRICULAR TERRITORIES: CARTOGRAPHING DE-FORMATION IN HISTORY OF ART]]></article-title>
<article-title xml:lang="es"><![CDATA[APROPIACIONES EN LOS TERRITORIOS CURRICULARES: CARTOGRAFANDO DE-FORMACIONES EN LA HISTORIA DEL ARTE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dahmer]]></surname>
<given-names><![CDATA[Carin Cristina]]></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[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria Departamento de Metodologia do Ensino ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<volume>18</volume>
<numero>50</numero>
<fpage>119</fpage>
<lpage>134</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052017000300119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052017000300119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052017000300119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo aborda os territórios curriculares a partir de um currículo escolar experienciado nas aulas de artes do ensino fundamental ao articular a temática da história da arte. Considera os planejamentos escolares a partir das relações entre os conceitos: apropriação, Archer (2012) e Argan (2006); linhas de vida de Deleuze e Guattari (2012). Objetivou-se potencializar o currículo pelo viés da de-formação (SILVA, 2004), no que tange aos seus possíveis desvios. A metodologia adotada foi a cartografia como forma de perceber os percursos de uma docência em vias de se fazer. Assim, percebeu-se como resultado as potencialidades da composição de um currículo, a partir de algumas brechas, concluindo como percurso possível o entrelaçamento da história da arte a um tempo presente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article approaches the curricular territories as from an school curriculum experienced at classroom in classes of art of an elementary school articulating it with the history of art thematic. It ponders the planning of the school curriculum from the relationship between the concepts: appropriation, Archer (2012) e Argan (2006); lines of life of Delouse and Guattari (2012). The aim was to potentialize the curriculum through the bias of un-formation (SILVA, 2004), in regards of its possible deviation. The methodology adopted was the cartography as a form of perceiving the routes of a teaching construction. Therefore, it was noted as a result of the potentials of the compositions of the curriculum, through some breaches, concluding as a possible path the interlacing of history and present time.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo aborda los territorios curriculares desde un plan de estudios experienciado en las clases de la enseñanza primaria al articular la temática de la historia del arte. Considera los planes escolares desde las relaciones entre los conceptos: apropiación, Archer (2012) y Argan (2006); líneas de vida de Deleuze y Guattari (2012). Se planteó potencializar el plan de estudios por la mirada de la deformación (SILVA, 2004), en lo que respecta a sus posibles desviaciones. La metodología adoptada fue la cartografía como forma de darse cuenta de los percursos de una enseñanza en vías de se hacer. Así, se contempla como resultado la potencialidad de la composición de un plan de estudios desde algunas grietas, entretejido de a historia del arte a un tiempo presente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[currículo e apropriações]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[appropriation]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[apropiaciones]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
