<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000401436</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i3p1436-1457</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO APÓS A INTRUSÃO DE GAIA: O QUE O QUEER TEM A VER COM ISSO?]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATION AFTER GAIA INTRUSION: AND WHAT DOES THE QUEER HAVE TO DO WITH IT?]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN DESPUÉS DE LA INTRUSIÓN DE GAIA: ¿Y QUÉ TIENE QUE HACER QUEER CON ELLA?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RANNIERY]]></surname>
<given-names><![CDATA[Thiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Departamento de Didática da Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<fpage>1436</fpage>
<lpage>1457</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000401436&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000401436&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000401436&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste texto, inspirado pela formulação de Isabelle Stengers sobre a intrusão de Gaia, busco explorar relações entre política de currículo, ecologia, cosmologia e crítica queer em nossa era chamada de Antropoceno. A partir de intercessores da literatura e do teatro, argumento, por um lado, a possibilidade de existir experiência educacional por fora da retórica do primado do sujeito humano como projeto de formação do currículo no passo que, para tanto, insisto na necessidade de práticas queers que nos desloquem das formas habituais de pensar a política, a ecologia e a natureza. Mobilizo, assim, a imaginação cosmoecopolítica da ética bicha para perturbar as histórias esmagadoras do gêmeo tributário do sujeito da educação, o puído antropocentrismo, que, vai não vai, surge revigorado, confundido com a própria matéria do currículo. Ao fim, sugiro que política curricular está mais para um experimento de estar mundo, de criar mundos, de encontrar um mundo, de encontrar modos de estar em circuitos de forças de transfigurações alquímicas em que se desdobram trajetórias muito além - ou mesmo aquém - dos modelos humanistas de reconhecimento ou dos registros hiperintelingíveis usuais da normatividade e do Estado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this text, inspired by Isabelle Stengers&#8217;s formulation on the intrusion of Gaia, I seek to explore relationships between curriculum policy, ecology, cosmology and queer criticism in our era called Anthropocene. From the intercessors of literature and theater, I argue, on the one hand, the possibility of educational experience outside the rhetoric of the primacy of the human subject as a curriculum formation project, while insisting that we need queer practices that move us from the usual ways of thinking policy, ecology and nature. Thus, I mobilize the cosmoecopolitics imagination of queer ethics to disturb the overwhelming stories of the subject&#8217;s tributary twin of education, the threadbare anthropocentrism, which, in fits and starts, is reinvigorated, confused with the very matter of the curriculum. In the end, I suggest that curriculum policy is more of a world-living experiment, of creating worlds, of finding a world, of finding ways of being in circuits of alchemical transfiguration forces in which trajectories unfold beyond - or even below - the humanistic models of recognition or the usual hyperintelligible registers of normativity and the State.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este texto, inspirado en la formulación de Isabelle Stengers de la intrusión de Gaia, busco explorar las relaciones entre la política curricular, la ecologia, la cosmología y la crítica queer en nuestra era llamada Antropoceno. Desde los intercesores de la literatura y el teatro, argumento, por un lado, la posibilidad de una experiencia educativa fuera de la retórica de la primacía del sujeto humano como un proyecto de formación curricular, mientras insisto en que necesitamos prácticas. maricas que nos mueven de las formas habituales de pensar a la política, la ecología y la naturaleza. De este modo, movilizo la imaginación cosmoecopolítica de la ética queer para perturbar las abrumadoras historias del gemelo tributario de la asignatura, el antropocentrismo raído, que no vendrá, revitalizado, confundido con la propia asignatura del plan de estudios. Al final, sugiero que la política curricular es más un experimento de vida mundial, de crear mundos, de encontrar un mundo, de encontrar formas de estar en circuitos de fuerzas de transfiguración alquímica en la que se desarrollan trayectorias, más allá, o incluso más abajo, de los modelos humanísticos de reconocimiento o los registros hiperinteligibles habituales de normatividad y estado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cosmoecologia queer]]></kwd>
<kwd lng="pt"><![CDATA[Antropocentrismo]]></kwd>
<kwd lng="pt"><![CDATA[Humanismo]]></kwd>
<kwd lng="pt"><![CDATA[Política curricular]]></kwd>
<kwd lng="pt"><![CDATA[Intrusão de Gaia]]></kwd>
<kwd lng="en"><![CDATA[Queer cosmoecology]]></kwd>
<kwd lng="en"><![CDATA[Anthropocentrism]]></kwd>
<kwd lng="en"><![CDATA[Humanism]]></kwd>
<kwd lng="en"><![CDATA[Curriculum policy]]></kwd>
<kwd lng="en"><![CDATA[Intrusion of Gaia]]></kwd>
<kwd lng="es"><![CDATA[Cosmoecología queer]]></kwd>
<kwd lng="es"><![CDATA[Antropocentrismo]]></kwd>
<kwd lng="es"><![CDATA[Humanismo]]></kwd>
<kwd lng="es"><![CDATA[Política curricular]]></kwd>
<kwd lng="es"><![CDATA[Intrusión de Gaia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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