<?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>S1809-38762021000100323</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i1p323-347</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;ACABOU A PAZ! ISTO AQUI VAI VIRAR O CHILE!&#8221;: PERCURSOS PEDAGÓGICOS E RESISTÊNCIA NAS OCUPAÇÕES ESTUDANTIS]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;ACABOU A PAZ! ISTO AQUI VAI VIRAR O CHILE!&#8221;: PEDAGOGICAL TRAJECTORIES AND RESISTANCE IN STUDENT OCCUPATIONS]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;ACABOU A PAZ! ISTO AQUI VAI VIRAR O CHILE!&#8221;: CAMINOS PEDAGÓGICOS Y RESISTENCIA EN LAS OCUPACIONES ESTUDIANTILES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[Rafael Bastos Costa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BREDER]]></surname>
<given-names><![CDATA[Debora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FONSECA]]></surname>
<given-names><![CDATA[Mirna Juliana Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UERJ Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UCP Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,PUC-Rio  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>323</fpage>
<lpage>347</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000100323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000100323&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000100323&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo é analisar o fenômeno ocorrido no final de 2015, quando estudantes das escolas públicas da rede estadual de educação de São Paulo ocuparam cerca de 200 escolas contra a chamada &#8220;Reorganização Escolar&#8221;. Analisa-se o documentário Acabou a paz! Isto aqui vai virar o Chile! (2016), de Carlos Pronzato, procurando compreender a dimensão político-pedagógica dessa experiência coletiva, tratando da mediação entre a política de governo, das ocupações e do filme como memória. Destaca-se a escolha dos temas curriculares elencados pelos estudantes que focaram questões de resistência, feminismo e tiveram como princípio formas de organização autogestionárias, democráticas e participativas. A escuta das falas se pautou na análise de conteúdo, contando com a filosofia da práxis como referência teórico-analítica. A investigação conclui que a luta estudantil resultou em uma disputa de hegemonia acirrada, na qual a experiência política desenvolvida pelos jovens deixa legado importante e vitorioso para a luta por uma educação democrática, de qualidade e socialmente referenciada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article is to analyze the phenomenon that took place in late 2015 when students from public schools of the state of São Paulo occupied approximately 200 schools protesting the &#8220;School Reorganization&#8221;. It will be based on the documentary Acabou a paz! Isto aqui vai virar o Chile! (Peace is over, this will become Chile, (2016), by Carlos Pronzato, trying to understand the political and pedagogical dimension of this collective experience, addressing the mediation between the government&#8217;s policy, the occupations, and the movie as memory. The article highlights the curriculum-related subjects chosen by students, which were focused on resistance and feminist matters and had self-managing, democratic and participative organizations as the guiding principle. The philosophy of praxis was used as the theoretical and analytical reference to analyze the content of the students&#8217; speech. The investigation concludes that the students&#8217; struggle led to an intensified dispute for hegemony, in which the youth&#8217;s political experience leaves an important and triumphant legacy for the struggle for a democratic and quality education that is socially oriented.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo analiza el fenómeno que ocurrió en 2015, con la ocupación de estudiantes de alrededor de 200 escuelas públicas en la red estatal de educación de São Paulo, contra la llamada &#8220;Reorganización Escolar&#8221;. Tomando el documental como fuente de análisis Acabou a paz! Isto aqui vai virar o Chile! (¡Se acabó la paz, esto se convertirá en Chile!, 2016), de Carlos Pronzato, el texto busca comprender la dimensión político-pedagógica de esta experiencia colectiva, abordando la mediación entre la política gubernamental, las ocupaciones y el cine como memoria. Destacamos la elección de las materias curriculares enumeradas por estudiantes que se centraron en cuestiones de resistencia, género y tuvieron como principales formas de autogestión, organización democrática y participativa. La lucha estudiantil resultó en una disputa de hegemonía feroz, en la cual la experiencia política desarrollada por los jóvenes deja un legado importante y victorioso a la lucha por una educación democrática, de calidad y socialmente referenciada.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ocupações estudantis]]></kwd>
<kwd lng="pt"><![CDATA[Projeto político-pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Práxis]]></kwd>
<kwd lng="pt"><![CDATA[Cinema]]></kwd>
<kwd lng="pt"><![CDATA[Memória]]></kwd>
<kwd lng="en"><![CDATA[Occupations by students]]></kwd>
<kwd lng="en"><![CDATA[Political and pedagogical project]]></kwd>
<kwd lng="en"><![CDATA[Praxis]]></kwd>
<kwd lng="en"><![CDATA[Cinema]]></kwd>
<kwd lng="en"><![CDATA[Memory]]></kwd>
<kwd lng="es"><![CDATA[Ocupaciones estudiantiles]]></kwd>
<kwd lng="es"><![CDATA[Proyecto político-pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Praxis]]></kwd>
<kwd lng="es"><![CDATA[Cine]]></kwd>
<kwd lng="es"><![CDATA[Memoria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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