<?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>S1982-03052022000200050</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.66104</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[NAS DIÁSPORAS E ENCRUZILHADAS DO COTIDIANO ESCOLAR: As travessias dos currículos praticados de uma escola municipal de Manaus]]></article-title>
<article-title xml:lang="en"><![CDATA[IN THE DIASPORA AND CROSSROADS OF SCHOOL DAILY LIFE: The crossings of the curriculum practiced in a municipal school in Manaus]]></article-title>
<article-title xml:lang="es"><![CDATA[EN LAS DIÁSPORAS Y ENCRUCIJADAS DE LA VIDA COTIDIANA ESCOLAR: Los cruces de los currículos practicados en una escuela municipal de Manaus]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simões]]></surname>
<given-names><![CDATA[Ceane Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Amazonas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>69</numero>
<fpage>50</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000200050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000200050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000200050&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo emerge da pesquisa de doutorado em Educação, ainda em andamento, interessada na compreensão das experiências educativas da EMEF Prof. Waldir Garcia, comunidade escolar constituída por sujeitos oriundos de diferentes movimentos diaspóricos na cidade de Manaus, e que, a despeito de não serem convidados a compor o clube da humanidade, nas palavras do líder indígena e pensador Ailton Krenak, ainda teimam em inventar e criar os seus saber[es]xistências. Diante da presença de filhos da comunidade haitiana, chegada à cidade de Manaus no fluxo migratório ocorrido nos anos de 2010 e, mais recentemente, da comunidade venezuelana, cuja presença se intensificou a partir do ano de 2018, o objetivo deste trabalho é discutir que o cerne das experiências curriculares produzidas nessa escola se adere a uma perspectiva fronteiriça, de encruzilhada, enredada em diálogo com as diásporas vividas pelos seus sujeitos e que rasuram e desorganizam os limites e controles impostos à escola. O referencial teórico-epistemológicometodológico dessa discussão se vincula ao campo dos estudos com os cotidianos escolares e seus currículos praticados, bem como à Pedagogia das Encruzilhadas. As reflexões sobre esta comunidade escolar permitem vislumbrar que os seus currículos praticados, podem estar a incorporar as gingas e as vozes dos sujeitos que a integram e o modo como atribuem significados, performatizam e narrativizam as práticas de educação, vida e arte no solo da escola, transcriando e (re)territorializando as suas múltiplas experiências existenciais e processos identitários.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article emerges from the doctoral research in Education, still in progress, interested in understanding the educational experiences of EMEF Prof. Waldir Garcia, a school community made up of subjects from different diasporic movements in the city of Manaus, and who, despite not being invited to compose the humanity club, in the words of indigenous leader and thinker Ailton Krenak, still insist on inventing and creating their knowledge and existences. Faced with the presence of children from the Haitian community, who arrived in the city of Manaus in the migratory flow that took place in 2010 and, more recently, from the Venezuelan community, whose presence intensified from 2018 onwards, the objective of this work is to discuss that the The core of the curricular experiences produced in this school adheres to a border perspective, of crossroads, entangled in dialogue with the diasporas lived by its subjects and that erase and disorganize the limits and controls imposed on the school. The theoretical-epistemological-methodological framework of this discussion is linked to the field of studies with school routines and their practiced curricula, as well as to the Pedagogy of Crossroads. The reflections on this school community allow us to see that its practiced curricula may be incorporating the swings and voices of the subjects that integrate it and the way they attribute meanings, perform and narrativize the practices of education, life and art on the ground of the school, transcreating and (re)territorializing their multiple existential experiences and identity processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo surge de la investigación doctoral en Educación, aún en curso, interesada en comprender las experiencias educativas de la EMEF Prof. Waldir García, comunidad escolar conformada por sujetos de diferentes movimientos diaspóricos de la ciudad de Manaus, y que, todavía, no siendo invitados a componer el club de la humanidad, en palabras del líder y pensador indígena Ailton Krenak, aún insisten en inventar y crear sus conocimientos e existencias. Ante la presencia de niños y niñas de la comunidad haitiana, que llegó a la ciudad de Manaus en el flujo migratorio ocurrido en 2010 y, más recientemente, de la comunidad venezolana, cuya presencia se intensificó a partir de 2018, el objetivo de este trabajo es discutir que el núcleo de las experiencias curriculares producidas en esta escuela se adhiere a una perspectiva de frontera, de encrucijada, enredada en diálogo con las diásporas vividas por sus sujetos y que borran y desorganizan los límites y controles impuestos a la escuela. El marco teórico-epistemológico-metodológico de esta discusión está vinculado al campo de estudios con las rutinas escolares y sus currículos practicados, así como a la Pedagogía de las Encrucijadas. Las reflexiones sobre esta comunidad escolar permiten ver que sus currículos practicados pueden ir incorporando los vaivenes y voces de los sujetos que la integran y la forma en que atribuyen significados, realizan y narrativizan las prácticas de educación, vida y arte en el terreno de la escuela, transcreando y (re)territorializando sus múltiples experiencias existenciales y procesos identitarios.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículos praticados]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia das encruzilhadas]]></kwd>
<kwd lng="pt"><![CDATA[diáspora curricular.]]></kwd>
<kwd lng="en"><![CDATA[curriculum practiced]]></kwd>
<kwd lng="en"><![CDATA[pedagogy of the crossroads]]></kwd>
<kwd lng="en"><![CDATA[curriculum diaspora.]]></kwd>
<kwd lng="es"><![CDATA[currículos practicados]]></kwd>
<kwd lng="es"><![CDATA[pedagogía de las encrucijadas]]></kwd>
<kwd lng="es"><![CDATA[diáspora currícular.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Fogo no mato: a ciência encantada das macumbas]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Mórula]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
