<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922017000500669</article-id>
<article-id pub-id-type="doi">10.20396/etd.v19i4.8648729</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Defender a escola das pedagogias contemporâneas]]></article-title>
<article-title xml:lang="en"><![CDATA[Defending school against contemporary pedagogies]]></article-title>
<article-title xml:lang="es"><![CDATA[Defender la escuela de las pedagogías contemporáneas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquino]]></surname>
<given-names><![CDATA[Julio Groppa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>19</volume>
<numero>4</numero>
<fpage>669</fpage>
<lpage>690</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922017000500669&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922017000500669&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922017000500669&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Valendo-se da obra Em defesa da escola como fio condutor das reflex&#245;es apresentadas, este artigo percorre inicialmente um arco argumentativo que engloba tanto a contesta&#231;&#227;o das pr&#225;ticas escolares quanto sua apologia, passando por uma breve digress&#227;o acerca do trabalho cr&#237;tico proposto por Michel Foucault, ao qual as discuss&#245;es se alinham do ponto de vista te&#243;rico. Seu objetivo espec&#237;fico &#233; a aproxima&#231;&#227;o descritiva de alguns enunciados em circula&#231;&#227;o na contemporaneidade pedag&#243;gico-escolar, por meio da an&#225;lise da obra f&#237;lmica Quando sinto que j&#225; sei, document&#225;rio brasileiro de 2014 constitu&#237;do por depoimentos de alunos, educadores e idealizadores de experi&#234;ncias escolares ditas alternativas. A t&#237;tulo de esconjuro de determinados expedientes pedag&#243;gicos tidos como tradicionalistas, o filme centra-se na proposi&#231;&#227;o de estrat&#233;gias supostamente inovadoras de aprendizagem, de vincula&#231;&#227;o entre seus protagonistas e destes com a ambi&#234;ncia escolar, apontando para uma acentuada transfigura&#231;&#227;o da normatividade t&#237;pica das pr&#225;ticas pedag&#243;gico escolares. Como contraponto ao ide&#225;rio subjacente ao filme e a par de um ceticismo vitalista, o artigo prop&#245;e, em suas considera&#231;&#245;es finais, uma educa&#231;&#227;o pelo arquivo, com vistas a um desbloqueio das for&#231;as instituintes do &#233;thos escolar e, sobretudo, da palavra docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Being the book In defence of the school the common thread for the reflections herein, this article treads at first an argumentative path which encompasses be it the opposition to school practices, be it their apology, crossed by a brief digression around the critical work proposed by Michel Foucault, to which the arguments align from the theoretical standpoint. The specific aim of the article is a descriptive approach of some circulating utterances in the pedagogical-scholar contemporaneity, by means of analysing the filmic piece Quando sinto que j&#225; sei, a 2014 Brazilian documentary comprised of testimonials by students, educators and visionaries of the so-called alternative schooling experiences. For the sake of adjuring certain pedagogical expedients deemed as anachronic, the film is centered in proposing allegedly innovative initiatives and strategies to teaching, to engaging its main actors and the latter to the school setting, pointing to a marked transfiguration of the typical normativity of pedagogical-scholar practices. As a counterpoint to the underlying rationality of the film and apprised of a certain vitalist skepticism, the article proposes, as its final remarks, an education by the archive, with regard to unlocking the institutive forces of the school ethos and, above all, of the teacher&#8217;s word.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Utilizando la obra Defensa de la escuela como hilo conductor de las reflexiones presentadas, este art&#237;culo recorre inicialmente un arco argumentativo que abarca tanto la contestaci&#243;n de las pr&#225;cticas escolares como su apolog&#237;a, pasando por una breve digresi&#243;n acerca del trabajo cr&#237;tico de Michel Foucault, al que se vinculan las discusiones desde el punto de vista te&#243;rico. Su objetivo espec&#237;fico es el acercamiento descriptivo a algunos enunciados en circulaci&#243;n en la contemporaneidad pedag&#243;gico-escolar por medio del an&#225;lisis de la obra Quando sinto que j&#225; sei, documental brasile&#241;o del 2014 compuesto por testimonios de alumnos, educadores e idealizadores de experiencias escolares supuestamente alternativas. A modo de exorcismo de ciertos expedientes pedag&#243;gicos tenidos como tradicionalistas, la pel&#237;cula est&#225; centrada en la proposici&#243;n de estrategias supuestamente innovadoras de aprendizaje, de relaci&#243;n entre sus protagonistas y de &#233;stos con el ambiente escolar, se&#241;alando una marcada transfiguraci&#243;n de la normatividad t&#237;pica de las pr&#225;cticas pedag&#243;gico-escolares. En sus consideraciones finales, el art&#237;culo propone, en contraste al ideario subyacente a la pel&#237;cula y al lado de un escepticismo vitalista, una educaci&#243;n por el archivo, en vistas a desbloquear las fuerzas instituyentes del &#233;thos escolar y, sobretodo, de la palabra docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Michel Foucault]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Documentário]]></kwd>
<kwd lng="pt"><![CDATA[Arquivo]]></kwd>
<kwd lng="en"><![CDATA[Michel Foucault]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Documentary]]></kwd>
<kwd lng="en"><![CDATA[Archive]]></kwd>
<kwd lng="es"><![CDATA[Michel Foucault]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Documental]]></kwd>
<kwd lng="es"><![CDATA[Archivo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
