<?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>S0100-15742024000100640</article-id>
<article-id pub-id-type="doi">10.1590/1980531411354</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RACISMO E REIVINDICAÇÃO DE RECONHECIMENTO NA EXPERIÊNCIA CURRICULAR]]></article-title>
<article-title xml:lang="es"><![CDATA[RACISMO Y REIVINDICACIÓN DE RECONOCIMIENTO EN LA EXPERIENCIA CURRICULAR]]></article-title>
<article-title xml:lang="fr"><![CDATA[LE RACISME ET LA DEMANDE DE RECONNAISSANCE DANS L&#8217;EXPÉRIENCE CURRICULAIRE]]></article-title>
<article-title xml:lang="en"><![CDATA[RACISM AND THE CLAIM FOR RECOGNITION IN CURRICULAR EXPERIENCE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves]]></surname>
<given-names><![CDATA[Silvane Lopes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macedo]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742024000100640&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742024000100640&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742024000100640&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A partir da teoria pós-estrutural, problematizamos a distribuição tática da precariedade endereçada a pessoas pretas, diluída em políticas de Estado, em práticas institucionais e em relações intersubjetivas cotidianas. Em razão do caráter performativo da teoria, burilamos os diferentes modos de aparecimento da precariedade em algumas pesquisas, entendida como persistência de um traço do racismo. Argumentamos que a distribuição desigual do cuidado extrapola a dimensão material e vaza para os processos de subjetivação de crianças negras na experiência curricular. Diante da promessa de solução sempre adiada, trazem uma reivindicação que constrange as normas de reconhecimento, transitando para a exigência política de humanização, não apenas como gesto ético de cuidado, mas também de reparação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde la teoría postestructural, problematizamos la distribución táctica de la precariedad dirigida a las personas negras, diluida en las políticas de Estado, las prácticas institucionales y las relaciones intersubjetivas cotidianas. Debido al carácter performativo de la teoría, hemos depurado los diferentes modos de aparición de la precariedad en algunas investigaciones, entendida como la persistencia de un rastro de racismo. Sostenemos que la distribución desigual de los cuidados va más allá de la dimensión material y se filtra en los procesos de subjetivación de los niños negros en la experiencia curricular. Frente a la promesa de una solución siempre postergada, traen una reivindicación que constriñe las normas de reconocimiento, transitando a la exigencia política de humanización, no solo como gesto ético de cuidado, sino también de reparación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Ancrées sur la théorie post-structurelle, nous examinons la répartition tactique de la précarité dirigée vers les individus noirs, telle qu&#8217;elle se manifeste dans les politiques gouvernementales diluées, les pratiques institutionnelles et les relations intersubjectives quotidiennes. En raison du caractère performatif de la théorie, nous affinons dans notre analyse les différentes formes de précarité mises en évidence dans plusieurs études, interpretées comme la persistance d&#8217;un trait racial. Nous soutenons que la répartition inégale des soins s&#8217;étend au-delà de la dimension matérielle et s&#8217;infiltre dans les processus de subjectivation des enfants noirs au sein de l&#8217;expérience scolaire. Confrontés à la promesse perpétuellement différée d&#8217;une résolution, ces individus affirment une exigence qui remet en question les normes de reconnaissance, passant à une exigence politique d&#8217;humanisation, non seulement comme geste éthique de soin mais aussi comme forme de réparation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From a post-structural theory perspective, we problematize the tactical distribution of precariousness addressed to Black people, which is diluted in state policies, institutional practices, and everyday intersubjective relations. Due to the performative nature of the theory, we refine the different modes in which precariousness emerges in some studies, understood as the persistence of a trace of racism. We argue that the unequal distribution of care goes beyond the material dimension, seeping into the processes of subjectivation of Black children within the curricular experience. Faced with the perpetually deferred promise of resolution, these individuals bring forth a claim that challenges the norms of recognition, shifting toward the political demand for humanization - not only as an ethical gesture of care but also as an act of reparation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[RACISMO]]></kwd>
<kwd lng="pt"><![CDATA[CURRÍCULO]]></kwd>
<kwd lng="pt"><![CDATA[SEGREGAÇÃO ESCOLAR]]></kwd>
<kwd lng="pt"><![CDATA[RESPONSABILIDADE]]></kwd>
<kwd lng="es"><![CDATA[RACISMO]]></kwd>
<kwd lng="es"><![CDATA[PLAN DE ESTUDIOS]]></kwd>
<kwd lng="es"><![CDATA[SEGREGACIÓN ESCOLAR]]></kwd>
<kwd lng="es"><![CDATA[RESPONSABILIDAD]]></kwd>
<kwd lng="fr"><![CDATA[RACISME]]></kwd>
<kwd lng="fr"><![CDATA[CURRICULUM]]></kwd>
<kwd lng="fr"><![CDATA[SÉGRÉGATION SCOLAIRE]]></kwd>
<kwd lng="fr"><![CDATA[RESPONSABILITÉ]]></kwd>
<kwd lng="en"><![CDATA[RACISM]]></kwd>
<kwd lng="en"><![CDATA[CURRICULUM]]></kwd>
<kwd lng="en"><![CDATA[SCHOOL SEGREGATION]]></kwd>
<kwd lng="en"><![CDATA[RESPONSIBILITY]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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