<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100305</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349265127</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A suspensão das suspensões: a &#8220;forma escolar&#8221; e a &#8220; skholé &#8221; em tempos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[The suspension of suspensions: the &#8220;school form&#8221; and the &#8220; skholé &#8221; in times of pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coppi]]></surname>
<given-names><![CDATA[Luiz Antonio Callegari]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação Faculdade de Filosofia, Letras e Ciências Humanas da Universidade]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pandemia de Covid-19 promoveu, a toque de caixa dada a urgência do momento, a transposição para plataformas digitais de atividades escolares planejadas originalmente para o contexto presencial. No entanto, a substituição da arena em que as aulas ocorrem não é irrelevante, e, neste artigo, pretende-se mostrar como as características tecnológicas dos aplicativos utilizados tensionam o que, nos últimos séculos, vem se entendendo como escola. Para tanto, propõe-se, em primeiro lugar, uma visita ao momento do ressurgimento da escola durante o Renascimento e a relação desse evento com uma tecnologia específica, a prensa de tipos móveis de Gutenberg &#8212; os saberes livrescos, então, instituem a escola como um espaço diferente dos ambientes familiares e sociais, dando origem ao que se convenciona chamar de &#8220;Forma Escolar&#8221;. A partir daí, o artigo avança na argumentação articulando esse conceito ao de skholé , que concebe a escola como um espaço de suspensão das lógicas que vinculam as crianças e os jovens a uma identidade fixa e incontornável. Essa suspensão permite a eles uma desidentificação em relação a destinos pré-determinados e uma experiência de igualdade, de experimentação de si. Por fim, contrastam-se esses conceitos de &#8220;Forma Escolar&#8221; e de skholé com as condições de realização do ensino remoto durante a pandemia, e se colocam algumas questões sobre o que se espera da escola enquanto projeto coletivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Due to the moment&#8217;s urgency, the Covid-19 pandemic promoted the transposition of school activities originally planned for the face-to-face context to digital platforms. However, replacing the arena in which classes take place is not irrelevant, and this article intends to show how the technological characteristics of the applications used strain what, in recent centuries, has been understood as the school. To this end, we propose, firstly, a visit to the moment of the resurgence of the school during the Renaissance and the relationship of this event with a specific technology, Gutenberg&#8217;s movable type press &#8212; bookish knowledge, then establishes the school as a space different from family and social environments, giving rise to what is conventionally called &#8220;School Form.&#8221; From there, the article advances in the argument articulating this concept to that of skholé , which conceives the school as a space of suspension of the logic that binds children and young people to a fixed and unavoidable identity. This suspension allows them to disidentify from predetermined destinations and experience equality and self-experimentation. Finally, these concepts of &#8220;School Form&#8221; and skholé are contrasted with the conditions for performing remote teaching during the pandemic. Some questions are raised about what is expected of the school as a collective project.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Forma escolar]]></kwd>
<kwd lng="pt"><![CDATA[Skholé]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="en"><![CDATA[Remote teaching]]></kwd>
<kwd lng="en"><![CDATA[COVID-19 Pandemic]]></kwd>
<kwd lng="en"><![CDATA[School form]]></kwd>
<kwd lng="en"><![CDATA[Skholé]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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