<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062024000200105</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.68.s18640</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ocupa escolas: assim também se produz currículo]]></article-title>
<article-title xml:lang="en"><![CDATA[Occupy schools: a curriculum is also produced like this]]></article-title>
<article-title xml:lang="es"><![CDATA[Toma de escuelas: así también se produce el currículo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[Marinazia Cordeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Alice Casimiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>68</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000200105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A partir das noções de antagonismo e articulação de Ernest Laclau e dos indecidíveis différance e acontecimento de Jacques Derrida, consideramos que nenhuma instância social é caracterizada por consenso. O que temos são processos de diferir e descontinuidades, com movimentos de negociação constantes, sedimentações precárias e provisórias. Tendo as diferenças, negociações e descontinuidades como mobilizadoras de nossa argumentação, este artigo busca trazer as conclusões de uma pesquisa acerca das disputas de significação e produção de sentidos do currículo como efeitos das ocupações de escolas no estado do Rio de Janeiro em 2016. Argumentamos que esse movimento das ocupações tanto se constituiu como um acontecimento disruptivo, nos termos derridianos, quanto, simultaneamente, pode ser lido, nos termos da teoria do discurso, como uma mobilização que se deu pela articulação de demandas atravessadas pelas lógicas da diferença e da equivalência. Demandas foram enunciadas e se modificaram no decorrer da luta, tendo sido articuladas em contraposição a um antagonista &#8211; representado pelo governo do estado do Rio de Janeiro &#8211; que, do mesmo modo, constituiu-se e modificou-se nesse processo. Defendemos, ainda, que pensar sobre as ocupações é relevante para um estudo sobre as lutas políticas de currículo como circunstanciais, inter-relacionando subjetividades que assumem registros espectrais e que produzem efeitos até os dias de hoje nos sentidos de currículo nas escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on Ernesto Laclau&#8217;s notions of antagonism and articulation and Jacques Derrida&#8217;s undecidable, difference and event, we consider that no social instance is characterized by consensus. What we have are processes of difference and discontinuity, with constant movements of negotiation, precarious and provisional sedimentation. With differences, negotiations, and discontinuities as the mobilizers of our argument, this article seeks to present the conclusions of a study on the disputes over significance and sense production of the curriculum as an effect of the school occupations in the State of Rio de Janeiro in 2016. We argue that this occupation movement was both a disruptive event, in Derridean terms, and at the same time can be read, in terms of discourse theory, as a mobilization that took place through the articulation of demands, crossed by the logics of difference and equivalence. Demands were enunciated and changed over the course of the dispute, having been articulated in opposition to an antagonist &#8211; represented by the Rio de Janeiro state government &#8211; likewise, was constituted and changed in the process. We also argue that thinking about the occupation is relevant to a study of the political disputes over the curriculum as circumstantial, interrelating subjectivities that take on spectral registers, and which produce effects up to the present day on the meanings of the curriculum in schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde las nociones de antagonismo y articulación de Ernest Laclau y de los &#8220;indecidibles&#8221; différance y acontecimiento de Jacques Derrida, consideramos que ninguna instancia social se caracteriza por medio del consenso. Lo que tenemos son procesos de divergencias y discontinuidades, movimientos de negociación persistentes , sedimentaciones precarias y provisorias. Teniendo las diferencias, negociaciones y discontinuidades como movilizadoras de nuestro argumento, este artículo busca traer las conclusiones de una investigación sobre las disputas de significación y producción de significados del currículo como efectos de las tomas por los alumnos de las escuelas del estado de Rio de Janeiro en 2016. Argumentamos que este movimiento de las ocupaciones se constituyó como un evento disruptivo, en términos derridianos, y, simultáneamente, puede leérselo, en términos de la teoría del discurso, como una movilización que tuvo lugar a través de la articulación de demandas atravesadas por las lógicas de la diferencia y la equivalencia. Las demandas fueron enunciadas y se han modificado en el transcurso de la lucha, habiéndoselas articulado en oposición a un antagonista &#8211; representado por el gobierno del estado de Rio de Janeiro &#8211; que, de la misma manera, se constituyó y transformó en este proceso. También sostenemos que pensar en las ocupaciones es relevante para un estudio de las luchas políticas curriculares como circunstanciales e interrelacionadas con subjetividades que asumen registros espectrales y que producen efectos hasta hoy en los significados del currículo en las escuelas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ocupação de escola]]></kwd>
<kwd lng="pt"><![CDATA[Antagonismo]]></kwd>
<kwd lng="pt"><![CDATA[Articulação]]></kwd>
<kwd lng="pt"><![CDATA[Différance]]></kwd>
<kwd lng="pt"><![CDATA[Acontecimento]]></kwd>
<kwd lng="en"><![CDATA[School occupation]]></kwd>
<kwd lng="en"><![CDATA[Antagonism]]></kwd>
<kwd lng="en"><![CDATA[Articulation]]></kwd>
<kwd lng="en"><![CDATA[Différance]]></kwd>
<kwd lng="en"><![CDATA[Event]]></kwd>
<kwd lng="es"><![CDATA[Toma de escuelas]]></kwd>
<kwd lng="es"><![CDATA[Antagonismo]]></kwd>
<kwd lng="es"><![CDATA[Articulación]]></kwd>
<kwd lng="es"><![CDATA[Différance]]></kwd>
<kwd lng="es"><![CDATA[Acontecimiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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