<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492024000200186</article-id>
<article-id pub-id-type="doi">10.17058/rea.v32i2.19837</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Memórias e experiências nos cotidianos escolares: potências e deslocamentos possíveis para a paz]]></article-title>
<article-title xml:lang="en"><![CDATA[Memories and experiences in school routines: potentials and possible movements towards peace]]></article-title>
<article-title xml:lang="es"><![CDATA[Memorias y experiencias en los cotidianos escolares: potencias y movimientos posibles hacia la paz]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gouvêa]]></surname>
<given-names><![CDATA[Tânia da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rincon]]></surname>
<given-names><![CDATA[Francy Gizella Marroquin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado de Educação do Rio de Janeiro Secretaria de Educação de Maricá ]]></institution>
<addr-line><![CDATA[ Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[São Gonçalo Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>32</volume>
<numero>2</numero>
<fpage>186</fpage>
<lpage>199</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492024000200186&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492024000200186&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492024000200186&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto articula as narrativas de pesquisas realizadas pelo grupo Diálogos escolas-universidade: processos formativos, currículos e cotidianos (DGPESq-CNPq), com foco nas questões da memória e da tessitura de caminhos curriculares e pedagógicos orientados para a paz em territórios de conflito. Apresenta narrativas que exploram a história, a memória e a micro tessitura cotidiana da paz no contexto escolar, enfatizando o papel do diálogo, dos afetos (Spinoza, 2009) e da experiência coletiva docente na elaboração de currículos e práticas educacionais ao problematizarem a violência como lógica e prática que se contrapõe à nossa humanização. Além disso, o artigo destaca como os corpos se influenciam de modo recíproco na produção de conhecimentos, fomentando diálogos mais horizontalizados e éticos entre os diferentes modos de ser e estar no mundo, tendo em vista fortalecer as práticas e sentidos ligados à paz, bem como desagregar o contexto violento que se impõem em territórios em conflito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text articulates the research narratives conducted by the group Schools-university dialogues: formative processes, curricula and daily-life in schools (DGPESq-CNPq), focusing on issues of memory and the weaving of curricular and pedagogical paths oriented towards peace in conflict territories. It presents narratives that explore history, memory, and the everyday micro-weaving of peace in the school context, emphasizing the role of dialogue, affections (Spinoza, 2009), and the collective teaching experience in the development of curricular and educational practices while problematizing violence as a logic that opposes our humanization. Furthermore, the article highlights how bodies reciprocally influence each other in the production of knowledges, fostering more horizontal and ethical dialogues among the different ways of being in the world, with the aim of strengthening practices and meanings related to peace, as well as dismantling the violent context imposed on conflict territories.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto articula las narrativas de investigaciones realizadas por el grupo Diálogos escuela-universidad: procesos de formación, currículos y vida cotidiana (DGPESq-CNPq), con enfoque en las cuestiones de la memoria y la construcción de caminos curriculares y pedagógicos orientados hacia la paz en territorios de conflicto. Presenta narrativas que exploran la historia, la memoria y el microtejido cotidiano de la paz en el contexto escolar, enfatizando el papel del diálogo, los afectos (Spinoza, 2009) y la experiencia colectiva docente en la elaboración de currículos y prácticas educativas que problematizan la violencia como lógica que se contrapone a nuestra humanización. Además, el artículo destaca cómo los cuerpos se influyen recíprocamente en la producción de conocimientos, fomentando diálogos más horizontales y éticos entre los diferentes modos de ser y estar en el mundo, con el fin de fortalecer las prácticas y sentidos ligados a la paz, así como desagregar el contexto violento que se impone en territorios en conflicto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[memórias]]></kwd>
<kwd lng="pt"><![CDATA[alteridade]]></kwd>
<kwd lng="pt"><![CDATA[cotidianos]]></kwd>
<kwd lng="pt"><![CDATA[paz]]></kwd>
<kwd lng="en"><![CDATA[memories]]></kwd>
<kwd lng="en"><![CDATA[otherness]]></kwd>
<kwd lng="en"><![CDATA[everyday life]]></kwd>
<kwd lng="en"><![CDATA[peace]]></kwd>
<kwd lng="es"><![CDATA[memorias]]></kwd>
<kwd lng="es"><![CDATA[alteridad]]></kwd>
<kwd lng="es"><![CDATA[cotidianos]]></kwd>
<kwd lng="es"><![CDATA[paz]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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