<?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>S1809-38762019000401566</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i4p1566-1586</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[UMA AÇÃO DE CONTRACONDUTA NO CURRÍCULO PARA O ENFRENTAMENTO À DISTORÇÃO IDADE-SÉRIE EM TEMPOS DE NEOLIBERALISMO: O PROJETO TRAJETÓRIAS CRIATIVAS]]></article-title>
<article-title xml:lang="en"><![CDATA[A COUNTER-CONDUCT ACTION IN THE CURRICULUM FOR COPING WITH AGE-SERIES DISTORTION IN TIMES OF NEOLIBERALISM: THE CREATIVE TRAJECTORIES PROJECT]]></article-title>
<article-title xml:lang="es"><![CDATA[ACCIÓN DE CONTRACONDUCTA EN EL PLAN DE ESTUDIOS PARA ENFRENTAR LA DISTORSIÓN EDAD-SERIE EN EL NEOLIBERALISMO: EL PROYECTO TRAJETÓRIAS CRIATIVAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TRAVERSINI]]></surname>
<given-names><![CDATA[Clarice Salete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LOCKMANN]]></surname>
<given-names><![CDATA[Kamila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GOULART]]></surname>
<given-names><![CDATA[Ligia Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande Instituto de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></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>1566</fpage>
<lpage>1586</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000401566&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000401566&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000401566&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo objetiva analisar possíveis ações de contraconduta operacionalizadas no currículo escolar, frente ao contexto neoliberal que estamos vivenciando no Brasil. Para isso, discutem-se brevemente as tendências neoliberais atuais do contexto brasileiro e analisam-se alguns movimentos de contraconduta desenvolvidos numa escola que adere ao Projeto Trajetórias Criativas. Tal Projeto pode ser caracterizado como uma invenção curricular para o enfrentamento à distorção idade-série e acolhe estudantes de 15-17 anos dos anos finais do Ensino Fundamental. Teoricamente o texto utiliza as discussões contemporâneas de Dardot e Laval acerca do que denominam a nova razão-mundo e do princípio político do comum. Opera-se ainda com o conceito de contraconduta dos estudos foucaultianos. A empiria abrange observações de atividades com estudantes e reuniões de planejamento com professores em uma das escolas, registradas em diário de campo. Como resultado da pesquisa, destaca-se a força das propostas que emanam dos estudantes e inventam um currículo em movimento que fissura o currículo tradicional, incluindo outras possibilidades de produzir o aprender. O movimento do dobrar e redobrar as propostas pedagógicas engendra forças que agem sobre elas mesmas, para criar múltiplos caminhos, ações abertas, constituindo singularidades. Compreende-se que esse movimento fortalece o princípio político do comum e funciona como contraconduta dos professores porque os afasta da conduta de ensinar e aprender esperada, nesses tempos neoconservadores. Em síntese: ao recusarem ser governados dessa forma colocam-se junto aos estudantes para inventar outros currículos que os tornem aprendentes e, nesse movimento, criam trajetórias próprias para aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article analyzes possible counter-conduct actions operationalized in the school curriculum, considering the neoliberal context we experience in Brazil. To do so, we discuss the current neoliberal trends in the Brazilian context and analyze some counter-conduct movements developed in a school that joint the Creative Trajectories Project. This Project is characterized as a curricular invention for coping with age-series distortion, and it welcomes students aged 15-17 years of the final grades of Elementary School. Theoretically, the text uses the contemporary discussions of Dardot and Laval on what they call the new reason-world and the political principle of the common. We also address the concept of counter-conduct of Foucaultian studies. Empiricism encompasses observing activities with students and planning meetings with teachers in one of the schools, recorded in a field journal. We also highlight the strength of the proposals that emanate from the students and invent a curriculum in motion that cracks the traditional curriculum, including other possibilities of approaching the learning process. The bending and rebending movement of the pedagogical proposals engenders forces that act on themselves, creating multiple paths, open actions, and constituting singularities. This movement strengthens the political principle of the common and works as a counter-conduct for departing from the expected, as the conduct of teaching and learning in these neoconservative times. In short: by refusing to be governed in this way, they place themselves with students to invent other curricula that make them learners and, in this movement, create their own learning trajectories.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo busca analizar las posibles acciones de contraconducta puestas en práctica en un plan de estudios escolar en el contexto neoliberal brasileño. Para esto, se discuten brevemente las tendencias neoliberales actuales en este contexto y se analizan algunos movimientos de contraconducta en una escuela que adhirió al Proyecto Trajetórias Criativas, que trata de una invención curricular para enfrentar la distorsión edad-serie y recibir a estudiantes de 15-17 años de los últimos años de Enseñanza Básica. Para el análisis se utilizaron las discusiones contemporáneas de Dardot y Laval sobre lo que llaman la nueva razón del mundo y principio político de lo común. También se aplicó el concepto de contraconducta de los estudios foucaultianos. El empirismo incluye las observaciones de actividades con estudiantes y las reuniones de planificación con maestros en una escuela, registrado en diario de campo. Los resultados revelan la fuerza de las propuestas que surgen desde los estudiantes que resulta en un plan de estudios dinámico que rompe lo tradicional al incluir otras posibilidades para producir aprendizaje. El movimiento de doblar y redoblar las propuestas pedagógicas engendra fuerzas que actúan sobre sí mismas para crear múltiples caminos, abrir acciones, constituyendo singularidades. Este movimiento fortalece el principio político de lo común y funciona como contraconducta de los docentes porque salen de lo esperado, como la conducta de enseñanza-aprendizaje actual neoconservadora. Al negarse a esto, se unen a los estudiantes para elaborar otros planes de estudio que los conviertan en aprendices y, así, crear sus propios caminos para aprender.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Distorção idade-série]]></kwd>
<kwd lng="pt"><![CDATA[Contraconduta]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[Projeto Trajetórias Criativas]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Age-series distortion]]></kwd>
<kwd lng="en"><![CDATA[Counter-conduct]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[Creative Trajectories Project]]></kwd>
<kwd lng="es"><![CDATA[Plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[Distorsión edad-serie]]></kwd>
<kwd lng="es"><![CDATA[Contraconducta, Neoliberalismo]]></kwd>
<kwd lng="es"><![CDATA[Proyecto Trajetórias Criativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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