<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000100176</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.51239</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[(IN)DISCIPLINA E VISIBILIDADE: considerações sobre ambiguidades e tensões no ambiente escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[(IN)DISCIPLINE AND VISIBILITY: considerations about tensions and ambiguities in the school]]></article-title>
<article-title xml:lang="es"><![CDATA[(IN)DISCIPLINA Y VISIBILIDAD: consideraciones sobre tensiones y ambigüedades en la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Leonardo Henrique Brandão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos (PPGE-UFSCar)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>68</numero>
<fpage>176</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000100176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000100176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000100176&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O paper se dedica a refletir sobre a lógica (in)disciplina e suas corporificações no ambiente escolar. Intenta traçar uma linha de inteligibilidade que permita compreender os comportamentos estudantis lidos como indisciplinados pelos profissionais escolares, bem como, a forma pela qual estes comportamentos acabam se conectando e (re)atualizando esta lógica. A metodologia deste trabalho engloba a discussão de dados empíricos retirados de uma etnografia e de entrevistas semiestruturadas com atores escolares, de forma a articular estes dados com uma reflexão bibliográfica. Discute-se as dimensões dos comportamentos lidos como indisciplinados de modo a não os alocar automaticamente ao polo da resistência, e sim, de problematizar esta alocação. Também se aponta a importância de considerarmos questões que envolvem dinâmicas de prazer/poder entre os polos de normalização/resistência, assim como, a existência de um jogo entre o ver e ser visto existente na escola, na qual os comportamentos classificados como indisciplinados são centrais. Estas reflexões nos levarão a concluir que a existência da escola no modelo disciplinar como conhecemos hoje persiste dentro da lógica (in)disciplina, pois ao mesmo tempo que esta desloca feixes de poder dentro da instituição, esta reforça a escola, enquanto instituição, a todo momento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper is dedicated to think on the logic (in) discipline and its embodiments in the school environment. It attempts to draw an intelligibility line that allows understanding student behaviors read as undisciplined by school professionals, as well as the way in which these behaviors end up connecting and (re)updating this logic. The methodology of this work includes the discussion of empirical data taken from an ethnography and semi-structured interviews with school actors. These data will be articulate with a bibliographic review. The dimensions of the behaviors read as undisciplined are discussed in order not to automatically allocate them to the pole of resistance, but to problematize this allocation. It also points out the importance of considering issues involving pleasure/power dynamics between the poles of normalization/resistance, as well as the existence of a game between seeing and being seen existing at school, in which the behaviors classified as undisciplined are central. These reflections will lead us to conclude that the existence of the school in the disciplinary model as we know it today persists within the (in)discipline logic, because at the same time that it dislocates bundles of power within the institution, it reinforces the school, as an institution, at all time.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo está dedicado a reflexionar sobre la lógica (in)disciplina y sus actuaciones en el medio escolar. Intenta dibujar una línea de inteligibilidad que permita comprender los comportamientos de los estudiantes leídos como no disciplinados por los profesionales de la escuela, así como la forma en que estos comportamientos terminan conectando y (re)actualizando a esta lógica. La metodología de este trabajo incluye la discusión de datos empíricos tomados de una etnografía y entrevistas semiestructuradas con actores escolares, con el fin de articular estos datos con una reflexión bibliográfica. Las dimensiones de los comportamientos leídos como indisciplinados se discuten para no asignarlos automáticamente al polo de resistencia, sino para problematizar esta asignación. También se señala la importancia de considerar cuestiones que involucran dinámicas de placer/poder entre los polos de normalización/resistencia, así como la existencia de un juego entre ver y ser visto existente en la escuela, en el que los comportamientos clasificados como indisciplinados son centrales. Estas reflexiones nos llevarán a la conclusión de que la existencia de la escuela en el modelo disciplinario tal como la conocemos hoy persiste dentro de la lógica (in)disciplinaria, porque al mismo tiempo que disloca los paquetes de poder dentro de la institución, refuerza la escuela, como institución.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[disciplina escolar]]></kwd>
<kwd lng="pt"><![CDATA[indisciplina escolar]]></kwd>
<kwd lng="pt"><![CDATA[micropolítica]]></kwd>
<kwd lng="pt"><![CDATA[ver/ser visto]]></kwd>
<kwd lng="pt"><![CDATA[prazer/poder]]></kwd>
<kwd lng="en"><![CDATA[school discipline]]></kwd>
<kwd lng="en"><![CDATA[school indiscipline]]></kwd>
<kwd lng="en"><![CDATA[micropolitics]]></kwd>
<kwd lng="en"><![CDATA[see/be seen]]></kwd>
<kwd lng="en"><![CDATA[pleasure/power]]></kwd>
<kwd lng="es"><![CDATA[disciplina escolar]]></kwd>
<kwd lng="es"><![CDATA[indisciplina escolar]]></kwd>
<kwd lng="es"><![CDATA[micropolítica]]></kwd>
<kwd lng="es"><![CDATA[ver/ser visto]]></kwd>
<kwd lng="es"><![CDATA[placer/poder]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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