<?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>S1809-38762019000401626</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i4p1626-1647</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A VIDA COMO ELA FOI: PRODUZINDO RESISTÊNCIA NAS AULAS DE HISTÓRIA]]></article-title>
<article-title xml:lang="en"><![CDATA[LIFE AS IT WAS: PRODUCING RESISTANCE IN HISTORY CLASSES]]></article-title>
<article-title xml:lang="es"><![CDATA[LA VIDA TAL COMO FUE: PRODUCIENDO RESISTENCIA EN CLASES DE HISTORIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PACIEVITCH]]></surname>
<given-names><![CDATA[Caroline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GIL]]></surname>
<given-names><![CDATA[Carmem Zeli de Vargas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SEFFNER]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[Nilton Mullet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFRGS Departamento de Ensino e Currículo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFRGS Departamento de Ensino e Currículo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UFRGS Departamento de Ensino e Currículo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,UFRGS Faculdade de Educação Departamento de Ensino e Currículo]]></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>1626</fpage>
<lpage>1647</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000401626&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000401626&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000401626&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo pretende abordar as aulas de História a partir de uma pesquisa constituída no fazer docente em estágio de formação de professores. Partimos da análise e observação de planejamentos e aulas desenvolvidos por estudantes de História dos últimos 4 semestres do curso de licenciatura, nas disciplinas de Estágio de Docência no Ensino Fundamental e Ensino Médio e Educação Patrimonial. O objetivo consistiu em problematizar o currículo de História na escola básica através do que chamamos de práticas insurgentes. Tal concepção nos levou a pensar no conceito de resistência, tendo como interlocutores de escrita autores do campo da decolonialidade, da educação crítica e da filosofia da diferença. A partir daí, construímos um conceito de resistência vinculado à ideia de criação. Concluímos, portanto, que, nos tempos atuais, a radicalidade da crítica curricular inclui a ideia não de uma reatividade aos &#8220;tempos difíceis&#8221;, mas de uma resistência criativa, que faça transbordar o currículo a partir de um estudo do passado, problematizando o presente e criando abertura para novos futuros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The paper analyzes history classes from materials collected in a research that accompanies students who undertake teacher training internships at the Federal University of Rio Grande do Sul. We take planning and observations of lessons built by history students, in the last 4 semesters, in the teaching internship subjects in elementary school, high school and patrimonial education. The goal is to problematize the history curriculum in elementary school through what we call insurgent practices. This conception led us to think about the concept of resistance, using authors from the fields of decolonial studies, critical education and the philosophy of difference. From there we built a concept of resistance linked to the idea of creation. We conclude, therefore, that in the present times, the radicality of curriculum criticism includes the idea, not of a reactivity to the &#8220;difficult times&#8221;, but of a creative resistance, which overflows the curriculum from a study of the past, problematizing the present and creating openness for new futures.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo pretende traer al debate las clases de Historia, a partir de una investigación planeada y pensada en el hacer docente en prácticas de formación de profesores. Nosotros partimos de un análisis del plan y de las observaciones de sala de clase construidas por los estudiantes de Historia, en los últimos 4 períodos, en las asignaturas de prácticas en la enseñanza fundamental, enseñanza média y en educación patrimonial. El estudio pretendió problematizar el currículo de Historia, en la escuela básica, través de lo que llamamos de prácticas insurgentes. Esa concepción nos ha llevado a pensar en el concepto de resistencia, tomándose como interlocutores de la escrita autores del campo de la Decolonialidad, de la Educación Crítica y de la Filosofía de la Diferencia. A partir de ese punto, nosotros construimos un concepto de resistencia que está asociado con la idea de creación. Concluimos que, en los tiempos actuales, la radicalidad de la crítica curricular incluye la idea, no de una reactividad a los "tiempos difíciles", sino de una resistencia creativa, esa que hace transbordar el currículo desde un estudio del pasado, lo que hace problematizar el presente y crear una apertura para nuevos futuros.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[Resistências]]></kwd>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Patrimônio]]></kwd>
<kwd lng="en"><![CDATA[History Teaching]]></kwd>
<kwd lng="en"><![CDATA[Resistances]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Patrimony]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Historia]]></kwd>
<kwd lng="es"><![CDATA[Resistencia]]></kwd>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="es"><![CDATA[Patrimonio]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<numero>37</numero>
<issue>37</issue>
<page-range>09-19</page-range><publisher-loc><![CDATA[Uberlândia ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
