<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352023000200204</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2023v61n68id32756</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Quem não cola não sai da escola? Bricolagem de estudantes do ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Who doesn't cheat doesn't leave school? Bricolage of high school students]]></article-title>
<article-title xml:lang="es"><![CDATA[Quien no hace trampa no deja la escuela? El bricolaje de los estudiantes de secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia]]></surname>
<given-names><![CDATA[Eanes dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Charlot]]></surname>
<given-names><![CDATA[Veleida Anahí Cápua da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Willdson Robson Silva do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>61</volume>
<numero>68</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352023000200204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352023000200204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352023000200204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo tem como objeto de estudo a questão subjetiva, a relação entre o saber dos estudantes e as bricolagens que eles sustentam nas aulas do ensino médio de uma escola estadual da cidade de Cumbe, Sergipe. Temos, como ponto de partida, duas questões: qual é a relação entre o saber dos estudantes e a bricolagem? Que sentido a cola tem para os estudantes? Utilizamos elementos da relação com o saber de Bernard Charlot, principalmente, desejo, posição subjetiva, figuras do aprender e relação epistêmica com o saber; e a noção de bricolagem a partir de Michel de Certeau. Conclui-se que cola é uma alternativa para a não reprovação do(a) estudante em uma determinada disciplina com a qual não tem afinidade ou sente dificuldade de estudar e aprender. É um dispositivo de motivação, com caráter de imediatez e mobilização, pelo fato de encontrar sentido em se sobressair às lógicas simbólicas da escola diante de uma prova escrita. Além disso, é um dispositivo de relação com o saber que confronta as normas e lógicas simbólicas da escola e de disciplinas específicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article has as object of study the subjective question, the relationship between the students' knowledge and the bricolages they sustain in the high school classes of a state school in the city of Cumbe, state of Sergipe. We have, as a starting point, two questions: what is the relationship between students' knowledge and bricolage? What is the meaning of cheating on a test for students? We used elements of Bernard Charlot's knowledge, mainly, desire, subjective position, figures of learning and epistemic relationship with knowledge; and the notion of bricolage from Michel de Certeau. It is concluded that cheating is an alternative for the student not to fail in a particular subject with which he/she has no affinity or finds difficult to study and learn. It is a motivational device, with immediacy and mobilization character, because it finds meaning in overcoming the symbolic logics of the school in the face of a written test. In addition, it is a device of relationship with knowledge that confronts the norms and symbolic logics of the school and of specific subjects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene como objeto de estudio la cuestión subjetiva, la relación entre los saberes de los estudiantes y los bricolajes que sostienen en las clases de enseñanza media de una escuela pública de la ciudad de Cumbe, Sergipe. Tenemos como punto de partida dos preguntas: ¿cuál es la relación entre el conocimiento de los estudiantes y el bricolaje? ¿Cuál es el significado de la trampa para los estudiantes? Utilizamos elementos de la relación de Bernard Charlot con el saber, principalmente, el deseo, la posición subjetiva, las figuras del aprendizaje y la relación epistémica con el saber; y la noción de bricolaje de Michel de Certeau. Se concluye que hacer trampa es una alternativa para que los(as) estudiantes no reprobar en una determinada disciplina con la que no tiene afinidad o le resulta difícil estudiar y aprender. Es un dispositivo motivacional, con carácter de inmediatez y movilización, debido a que encuentra sentido en la superación de las lógicas simbólicas de la escuela frente a una prueba escrita. Además, es un dispositivo de relación con el saber que confronta las normas y lógicas simbólicas de la escuela y de disciplinas específicas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Bricolagem]]></kwd>
<kwd lng="pt"><![CDATA[Cola]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes do ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Relação com o saber]]></kwd>
<kwd lng="en"><![CDATA[Bricolage]]></kwd>
<kwd lng="en"><![CDATA[Cheating on a test]]></kwd>
<kwd lng="en"><![CDATA[High school students]]></kwd>
<kwd lng="en"><![CDATA[Relationship with knowledge]]></kwd>
<kwd lng="es"><![CDATA[Bricolaje]]></kwd>
<kwd lng="es"><![CDATA[Trampas en las pruebas]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de secundaria]]></kwd>
<kwd lng="es"><![CDATA[Relación con el saber]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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