<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092020000100174</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.15.17096.104</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ecologia de saberes, para adiar o fim da escola]]></article-title>
<article-title xml:lang="en"><![CDATA[Ecology of knowledge, in order to postpone the end of school]]></article-title>
<article-title xml:lang="es"><![CDATA[Ecología de saberes, para posponer el fin de la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Merladet]]></surname>
<given-names><![CDATA[Fábio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Graça]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Süssekind]]></surname>
<given-names><![CDATA[Maria Luiza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro (UFRJ)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade British Columbia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Columbia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092020000100174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092020000100174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092020000100174&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo foi escrito durante o período de pandemia do Coronavírus e desloca a noções de mundo e de fim de mundo, com apoio dos contos de Deszö Kosztolányi e Julio Cortázar e das perspectivas de expansão e de invenção do presente no diálogo com as teorias de Michel de Certeau, Boaventura de Sousa Santos e Ailton Krenak. Nesse sentido, tece-se forte crítica anticapitalista e argumenta-se que as criações de praticantes dos currículos são conhecimentos-solidariedades que abalroam as linhas abissais do ocidente capitalista, patriarcal e colonial, criando possibilidades de outros mundos adiando seu fim. Conclui-se que há resistência e criação na arte e nos cotidianos a partir de situações trazidas dos cotidianos na escola e na Universidade Popular dos Movimentos Sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article was written during the Coronavirus pandemic period and displaces notions of the world and the end of the world, with support from Deszö Kosztolányi and Julio Cortázar&#8217;s tales and the perspectives of expansion and invention of the present in the dialogue with the theoretic framework of Michel de Certeau, Boaventura de Sousa Santos and Ailton Krenak. In this sense, strong anti-capitalist criticism is weaved, and it is argued that the creations of curriculum practitioners are knowledge-solidarities that run into the abysmal lines of the capitalist, patriarchal and colonial West, creating possibilities of other worlds postponing its end. It is concluded that there is resistance and creation in art and everyday life from situations brought from everyday school life and the Popular University of Social Movements.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo fue escrito durante el período de la pandemia del virus Corona y desplaza las nociones del mundo y de fin del mundo, con apoyo de los cuentos de Deszö Kosztolányi y Julio Cortázar y las perspectivas de expansión y de invención del presente en el diálogo con las teorías de Michel de Certeau, Boaventura de Sousa Santos y Ailton Krenak. En este sentido, se teje una fuerte crítica anticapitalista y se argumenta que las creaciones de practicantes de los currículos son conocimientos-solidaridades que se encuentran en las abismales líneas del occidente capitalista, patriarcal y colonial, creando posibilidades de otros mundos posponiendo su fin. Se concluye que hay resistencia y creación en el arte y en lo cotidiano a partir de situaciones traídas de lo cotidiano en la escuela y en la Universidad Popular de los Movimientos Sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Descolonização]]></kwd>
<kwd lng="pt"><![CDATA[Fim do mundo]]></kwd>
<kwd lng="pt"><![CDATA[Ecologia de saberes.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Decolonization]]></kwd>
<kwd lng="en"><![CDATA[End of the world]]></kwd>
<kwd lng="en"><![CDATA[Ecology of knowledge.]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Descolonización]]></kwd>
<kwd lng="es"><![CDATA[Fin del mundo]]></kwd>
<kwd lng="es"><![CDATA[Ecología de saberes.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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