<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742020000200375</article-id>
<article-id pub-id-type="doi">10.1590/198053147040</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[AN ANALYSIS OF GENDERED DISCURSIVE PRODUCTION IN &#8220;ESCOLA SEM PARTIDO&#8221;]]></article-title>
<article-title xml:lang="fr"><![CDATA[UNE ANALYSE DE LA PRODUCTION DISCURSIVE GENRÉE DE L&#8217;&#8220;ESCOLA SEM PARTIDO&#8221;]]></article-title>
<article-title xml:lang="es"><![CDATA[UN ANÁLISIS DE LA PRODUCCIÓN DISCURSIVA GENERIFICADA EN EL &#8220;ESCOLA SEM PARTIDO&#8221;]]></article-title>
<article-title xml:lang="pt"><![CDATA[UMA ANÁLISE DA PRODUÇÃO DISCURSIVA GENERIFICADA NO &#8220;ESCOLA SEM PARTIDO&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fraga]]></surname>
<given-names><![CDATA[Melina Costa Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Ana Paula Abrahamian de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco Fundação Joaquim Nabuco ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco Fundação Joaquim Nabuco ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>50</volume>
<numero>176</numero>
<fpage>375</fpage>
<lpage>395</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742020000200375&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742020000200375&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742020000200375&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study part of the discursive field of gender studies and is based on Foucault&#8217;s assumptions (2009) about &#8220;production of truths&#8221; and discourse analysis in an archeogenealogical perspective. It is an analytical effort focused on the discourse network of Escola Sem Partido, aiming at share reflections on the group&#8217;s motivations, the knowledge involved and the &#8220;truth-effects&#8221; produced by it. Based on the concept of &#8220;lesson&#8221; we consider that the statements marked by the genre (re)produced by the &#8220;movement&#8221;, in interaction with the subjects, cause processes of identity subjectivation. Here we note that the syntagma &#8220;gender ideology&#8221; constitutes a powerful pedagogical device used by the ideologists of Escola Sem Partido as a way of producing heteronormatized identities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude s&#8217;inscrit dans le champ discursif des études de genre et s&#8217;appuie sur les hypothèses de Foucault (2009) sur la &#8220;production de vérités&#8221; ainsi que sur l&#8217;analyse du discours dans une perspective archéo-généalogique. Cet effort d&#8217;analyse axé sur le réseau de discours de l&#8217;Escola Sem Partido [École Sans Parti] vise à réfléchir sur les motivations du groupe, les connaissances impliquées et les &#8220;effets de vérité&#8221; qu&#8217;il produit. À partir du concept larrosien de &#8220;leçon&#8221;, nous considérons que les affirmations marquées par le genre (re) émises par le &#8220;mouvement&#8221;, en interaction avec les sujets, provoquent des processus de subjectivation de l&#8217;identité. Nous observons ici que le syntagme &#8220;idéologie du genre&#8221; constitue un puissant dispositif pédagogique utilisé par les idéologues de l&#8217;Escola Sem Partido comme moyen de produire des identités hétéronormatives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio es parte del campo discursivo de los estudios de género y se basa en las premisas de Foucault (2009) sobre &#8220;producción de verdades&#8221; y en el análisis del discurso desde una perspectiva arqueogenealógica. Se trata de un esfuerzo analítico enfocado en la red de discursos de la Escuela Sin Partido, teniendo el objetivo de compartir reflexiones sobre las motivaciones del grupo, los conocimientos involucrados y los &#8220;efectos de verdad&#8221; elaborados por aquel. Con base en el concepto de &#8220;lección&#8221;, consideramos que las afirmaciones marcadas por el género (re) producido por el &#8220;movimiento&#8221;, en interacción con los sujetos, causan procesos de subjetivación de la identidad. Observamos, aquí, que el sintagma &#8220;ideología de género&#8221; constituye un poderoso dispositivo pedagógico usado por los ideólogos de la Escuela Sin Partido como forma de producir identidades heteronormatizadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo faz parte do campo discursivo dos estudos de gênero e baseia-se nas premissas de Foucault (2009) sobre &#8220;produção de verdades&#8221; e análise de discurso em uma perspectiva arqueogenealógica. Trata-se de um esforço analítico focado na rede de discursos da Escola Sem Partido, com o objetivo de compartilhar reflexões sobre as motivações do grupo, os conhecimentos envolvidos e os &#8220;efeitos de verdade&#8221; produzidos por ele. Com base no conceito de &#8220;lição&#8221;, consideramos que as afirmações marcadas pelo gênero (re) produzido pelo &#8220;movimento&#8221;, em interação com os sujeitos, causam processos de subjetivação da identidade. Observamos aqui que o sintagma &#8220;ideologia de gênero&#8221; constitui um poderoso dispositivo pedagógico usado pelos ideólogos da Escola Sem Partido como forma de produzir identidades heteronormatizadas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[GENDER]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[PROGRAMA ESCOLA SEM PARTIDO]]></kwd>
<kwd lng="en"><![CDATA[IDEOLOGY]]></kwd>
<kwd lng="fr"><![CDATA[RELATIONS DE GENRE]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION]]></kwd>
<kwd lng="fr"><![CDATA[PROGRAMA ESCOLA SEM PARTIDO]]></kwd>
<kwd lng="fr"><![CDATA[IDÉOLOGIE]]></kwd>
<kwd lng="es"><![CDATA[GÉNERO]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[PROGRAMA ESCOLA SEM PARTIDO]]></kwd>
<kwd lng="es"><![CDATA[IDEOLOGÍA]]></kwd>
<kwd lng="pt"><![CDATA[GÊNERO]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[PROGRAMA ESCOLA SEM PARTIDO]]></kwd>
<kwd lng="pt"><![CDATA[IDEOLOGIA]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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