<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442020000100254</article-id>
<article-id pub-id-type="doi">10.5902/1984644436963</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Obra-Aula: processos, procedimentos e criação de uma artistagem docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Class-Artwork: processes, procedures and creation of a teaching acting]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodeghiero]]></surname>
<given-names><![CDATA[Thiago Heinemann]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Carla Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442020000100254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442020000100254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442020000100254&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo versa sobre a contribuição que a arte contemporânea pode dar à prática docente. Objetiva-se evidenciar a possibilidade de uma Obra-Aula através da produção artística do pesquisador e como esta se relaciona com a artistagem (CORAZZA, 2013) e com uma estética sensível (LOPONTE, 2017). Ao perceber os vazamentos que a arte contemporânea ocasiona à educação, mostram-se os encontros e experimentações com os fazeres dessas duas áreas. Delineia-se aqui um plano de consistência nas fronteiras borradas da filosofia, da arte e da educação. Nas Filosofias da Diferença de Gilles Deleuze e Félix Guattari (2010, 2011a, 2011b, 2015), encontra-se potência para manifestar as transformações dos significados hegemônicos incrustados nos significantes e nos signos. Partindo desse desenho, monta-se um agenciamento, responsável por evidenciar os picos de fuga das relações estabelecidas. Procuram-se referências de arte no fazer junto de Kaprow (2003, 2004, 2010), nas sensações de Malevich (GIL, 2010) e na zona invisível de Duchamp (PAZ, 2014), orientação para a prática artística do pesquisador na qual a representação de uma intenção em obra é rompida. O artigo se desenha em um método que se monta fazendo. Um passarinhar à moda de uma cartografia (DELEUZE; GUATTARI, 2011a) que voa por um território encontrando suas forças. Pousando sobre os artistas referência e bicando frutos poéticos, ele canta uma Obra-Aula, que faz melodia com uma artistagem docente. Uma maneira de justapor elementos variados para pensar o impensado, bem como flautear o inflauteável.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article deals with the contribution that contemporary art can make to teaching pratice. The objective is to highlight the possibility of a Class-Artwork through the artistic production of the researcher and how this relates to the acting (CORAZZA, 2013) and with an sensive aesthetics (LOPONTE, 2017). In perceiving the leaks that contemporary art brings to education, the encounters and experiments with the doings of these two areas are shown. A plan of consistency is drawn on the blurred frontiers of philosophy, art, and education. In the Philosophies of Difference of Gilles Deleuze and Félix Guattari (2010, 2011a, 2011b, 2015), there is power to manifest the transformations of hegemonic meanings embedded in signifiers and signified. Starting from this design, an agency is set up, being responsible for evidencing the escape peaks of established relations. It is sought art references in to do together of Allan Kaprow (2003, 2004, 2010), in the sensations of Kazimir Malevich (GIL, 2010) and in the invisible zone of Marcel Duchamp (PAZ, 2014), orientation for the researcher artistic practice in which the representation of an intention in work is broken. The article is drawn into a method that is assembled by doing. A birding cartography mode (DELEUZE; GUATTARI, 2011a) that flies through a territory meeting birding forces to pass. Landing on the reference artists and pecking poetic fruits, he sings a Class-Artwork, that makes melody with an acting and by sensive aesthetics training. A way of juxtaposing varied elements to think the unthought, as well as flute the influtable.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Filosofias da Diferença]]></kwd>
<kwd lng="pt"><![CDATA[Arte Contemporânea]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Philosophies of Difference]]></kwd>
<kwd lng="en"><![CDATA[Contemporary art]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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