<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2021000401861</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.071.ao02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículos Outros, Sujeitos Outros: novas paisagens no território curricular a partir de uma narrativa-experiência docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum Other, Subjects Other: new landscapes in the curriculum territory from a narrative-teaching experience]]></article-title>
<article-title xml:lang="es"><![CDATA[Otros currículos, otros sujetos: nuevos paisajes en el territorio curricular desde una experiencia narrativa-docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Danilo Araujo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrari]]></surname>
<given-names><![CDATA[Anderson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>71</numero>
<fpage>1861</fpage>
<lpage>1884</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000401861&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000401861&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000401861&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nosso foco de problematização se inscreve nas relações entre currículo e subjetividades, tomando como provocação a narrativa-experiência de uma professora universitária no encontro com o imprevisível da sala de aula. Perseguindo esse foco de problematizar as relações entre o currículo e as subjetividades, organizamos o texto em três partes: a expectativa, o encontro e a mudança. Todas essas partes dizem e dão forma à narrativa-experiência da professora junto às alunas e aos alunos e seus questionamentos em torno do currículo e de si mesma como resultado desse currículo, mas, sobretudo, nos conduzem para as potencialidades da sala de aula na construção de outros currículos e outros sujeitos. As perspectivas teórico-metodológicas que orientam nossas análises são a pós-critica de currículo e a inspiração dos estudos de Michel Foucault. A narrativa-experiência aqui acionada por nós para pensar o território curricular mostra que, entre os seus ordenamentos, o currículo demanda um tipo específico de professora e professor, aquela e aquele que busca se munir de ferramentas e garantir a realização de um plano e conduzir sua conduta de certo modo, mas, no encontro com o imprevisível do currículo, essa posição de sujeito professora esvanece. Nossa defesa é de que, na sala de aula, emergem possibilidades de constituição de novas paisagens no território curricular que, como efeito, permitem a constituição de currículos outros e sujeitos outros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Our focus of problematization is inscribed in the relations between curriculum and subjectivities, taking as provocation the narrative-experience of a university professor in the encounter with the unpredictable of the classroom. Pursuing this focus of problematizing the relationships between curriculum and subjectivities, we organize the text in three parts: the expectation, the encounter and the change. All these parts tell and shape the teacher's narrative-experience with the students and their questions about the curriculum and themselves as a result of that curriculum, but above all they lead us to the potentialities of the classroom in the construction of other curricula and other subjects. The theoretical-methodological perspectives that guide our analysis are the post-critical curriculum and the inspiration for Michel Foucault's studies. The narrative-experience that we have triggered here to think about the curriculum territory shows that, among its ordinances, the curriculum demands a specific type of teacher, the one who seeks to equip herself with tools and ensure the realization of a plan and conduct in a certain way, but in the encounter with the unpredictability of the curriculum, this position of subject teacher fades away. Our defense is that, in the classroom, possibilities emerge for the constitution of new landscapes in the curricular territory that, as an effect, allow the constitution of other curricula and other subjects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Nuestro foco de problematización se inscribe en las relaciones entre el currículum y las subjetividades, tomando como provocación la experiencia narrativa de una profesora universitaria en el encuentro con lo impredecible del aula. Siguiendo este enfoque en problematizar las relaciones entre el currículo y las subjetividades, organizamos el texto en tres partes: la expectativa, el encuentro y el cambio. Todas estas partes dicen y dan forma a la experiencia narrativa de la profesora con las alumnas y los alumnos y sus preguntas sobre el plan de estudios y de si misma como resultado de este plan de ese currículo, pero, sobre todo, nos llevan a la potencialidad del aula en la construcción de otros currículos y otros sujetos. Las perspectivas teórico-metodológicas que guían nuestros análisis son la postcrítica del currículo y la inspiración de los estudios de Michel Foucault. La experiencia narrativa aquí desencadenada por nosotros para pensar sobre el territorio curricular muestra que, entre sus ordenanzas, el currículo exige un tipo específico de profesora y profesor, aquela y aquele que busca equiparse con herramientas y garantizar la realización de un plan y conducir su conducta de cierta manera, pero, en el encuentro con lo impredecible del currículum, esta posición como sujeto profesor se desvanece. Nuestra defensa es que, en el aula, surgen posibilidades para la constitución de nuevos paisajes en el territorio curricular que, en efecto, permiten la constitución de otros planes de estudio y otras materias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículos]]></kwd>
<kwd lng="pt"><![CDATA[Sujeitos]]></kwd>
<kwd lng="pt"><![CDATA[Narrativa-experiência]]></kwd>
<kwd lng="en"><![CDATA[Curricula]]></kwd>
<kwd lng="en"><![CDATA[Subjects]]></kwd>
<kwd lng="en"><![CDATA[Narrative-experience]]></kwd>
<kwd lng="es"><![CDATA[Currículos]]></kwd>
<kwd lng="es"><![CDATA[Sujeitos]]></kwd>
<kwd lng="es"><![CDATA[Narrativa-Experiência]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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