<?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>S1676-25922018000200368</article-id>
<article-id pub-id-type="doi">10.20396/etd.v20i2.8650659</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pistas para um agir criançável nas experiências de conflito]]></article-title>
<article-title xml:lang="en"><![CDATA[Factors for a &#8216;childness&#8217; expression in conflictual experiences]]></article-title>
<article-title xml:lang="es"><![CDATA[Pistas para una actuación niñable en las experiencias de conflicto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vicentin]]></surname>
<given-names><![CDATA[Maria Cristina G.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gramkow]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Faculdade de Ciências Humanas e da Saúde ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Faculdade de Ciências Humanas e da Saúde ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>368</fpage>
<lpage>390</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922018000200368&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922018000200368&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922018000200368&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O campo discursivo da &#8220;indisciplina&#8221;, do &#8220;conflito&#8221; e da &#8220;viol&#234;ncia na escola&#8221; tem sido estrat&#233;gico para colocar em an&#225;lise as tens&#245;es e os paradoxos que se efetuam no cotidiano escolar, especialmente no tocante &#224;s rela&#231;&#245;es de poder adulto-crian&#231;a. Nesse &#226;mbito, temos visto serem privilegiadas respostas pautadas em l&#243;gicas individualizantes, punitivas, judicializantes e medicalizantes que fragilizam a sustenta&#231;&#227;o dos espa&#231;os p&#250;blicos na escola e o exerc&#237;cio coletivo e compartilhado de an&#225;lise da produ&#231;&#227;o desses modos de funcionamento escolar e da variabilidade e singularidade de seus processos. Este artigo busca discutir algumas pistas &#233;tico-pol&#237;ticas para dispor no territ&#243;rio escolar, em di&#225;logo com aportes da sociologia da inf&#226;ncia, da psican&#225;lise e da an&#225;lise institucional, visando a experimenta&#231;&#227;o de outras temporalidades e outros sentidos para as experi&#234;ncias conflituosas, tendo como nortes a legitimidade do agir pol&#237;tico de crian&#231;as e adolescentes e a utopia ativa de uma escola justa e democr&#225;tica. Para tanto, nos valeremos da apresenta&#231;&#227;o de vinhetas do cotidiano escolar que nos permitir&#227;o evidenciar a pot&#234;ncia analisadora das insurg&#234;ncias de crian&#231;as e adolescentes assim como certas linhas de produ&#231;&#227;o do descrian&#231;&#225;vel ou do crian&#231;&#225;vel.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The discursive field of indiscipline, conflict and violence at school has been strategic to analyze the tensions and the paradox that exist in the school environment, specially towards the power relation between adults and children. In this scope, we have seen more commonly actions that favors a logic that is individualistic, punisher, judicialized and medicalized, that fragilizes the maintenance of public spaces at schools as well as the shared and collaborative exercise of the analysis of the production of these school functional modes and its processe's variabilities and singularities. This article aims to discuss some ethic-political factors for use in the school scope, dialoguing with inputs from childhood sociology, psychoanalysis and institutional analysis, to promote the experimentation of other temporalities and meanings for conflictual experiences, having as a north the legitimacy of the political expression of a child or an adolescent and the active utopia of a just and democratic school. To achieve this goal, it will be employed sketches that will present the school quotidian and will allow us to evidentiate the analitical power of the insurgence of the child or adolescent as certain production lines of &#8216;childness&#8217; and &#8216;unchildness&#8217;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El campo discursivo de la indisciplina, de lo conflicto y de la violencia en la escuela es estrat&#233;gico para poner en an&#225;lisis las tensiones y las paradojas del cotidiano escolar, especialmente en lo que se refiere a las relaciones de poder entre el mundo adulto y el infantil. En ese &#225;mbito son privilegiadas, en general, las respuestas pautadas en l&#243;gicas individualizantes, punitivas, judicializantes y medicalizantes que fragilizan la sustentaci&#243;n de los espacios p&#250;blicos en la escuela, como tambi&#233;n el ejercicio colectivo y compartido del an&#225;lisis de la producci&#243;n de esos modos de funcionamiento escolar y de la variedad y la singularidad de sus procesos. Este art&#237;culo pretende discutir algunas pistas &#233;tico-pol&#237;ticas para ofrecer al territorio escolar, en di&#225;logo con los aportes de la sociolog&#237;a de la infancia, psicoan&#225;lisis y an&#225;lisis institucional, objetivando ensayar otras temporalidades y sentidos para las experiencias conflictivas, legitimando la actuaci&#243;n pol&#237;tica de infantes y adolescentes y la utop&#237;a activa de una escuela justa y democr&#225;tica. Para tanto, nos valdremos de la presentaci&#243;n de escenas del cotidiano escolar que nos permitir&#225;n poner en evidencia la potencia analizadora de las insurgencias de infantes y adolescentes as&#237; como ciertas l&#237;neas de producci&#243;n de lo &#8216;ni&#241;able&#8217; o de lo &#8216;noni&#241;able&#8217;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Conflito e Educação]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia da Infância]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[Conflict and education]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Childhood Sociology.]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Conflicto y Educación]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Sociología de la Infancia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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