<?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>S1982-03052023000400028</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.79062</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[UMA PROFESSORA QUE CONTA HISTÓRIAS SOBRE INFÂNCIAS: gêneros e sexualidades dissidentes na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CHILDHOOD STORIES TOLD BY A TEACHER: dissident genders and sexualities at school]]></article-title>
<article-title xml:lang="es"><![CDATA[UNA MAESTRA QUE CUENTA HISTORIAS DE LA INFANCIA: géneros y sexualidades disidentes em la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ávila]]></surname>
<given-names><![CDATA[Dina Maria Vital]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquita]]></surname>
<given-names><![CDATA[Marcos Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>75</numero>
<fpage>28</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000400028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000400028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000400028&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo propõe discutir os impactos do dispositivo curricular na constituição das infâncias dissidentes da norma de gêneros e sexualidades. Para tanto, lança mão dos registros feitos em um caderno, o qual nomeamos de diário de memórias do cotidiano escolar. Tais registros representam as cenas que tratam dos modos de resistência das infâncias em dissidência à norma, e estão relacionados às observações de uma professora a partir dos tempos e espaços de uma escola da etapa do ensino fundamental, ao longo de um ano letivo. Como objetivo visamos discutir o currículo a partir da presença das infâncias dissidentes da norma de gêneros e sexualidades. Trata-se de uma discussão pautada nas teorizações e metodologias pós-críticas em educação e currículo, as quais concebem a constituição dos corpos como efeito das práticas discursivas e das relações de poder. O estudo observou que, frente às estratégias forjadas pelo poder, estas infâncias criam brechas de fuga em prol de paisagens curriculares de liberdade, agindo em defesa do direito à vida como modo de sobreviver às tramas que constituem este dispositivo. Além disso, observou também que apesar de nos últimos anos a escola ter sido alvo de ataques ultraconservadores, esta instituição tem se politizado, expandindo-se para novas experiências na perspectiva de gêneros e sexualidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article seeks to discuss how the structure of the school&#8217;s curriculum impacts the constitution of dissident childhood from the norm of genders and sexualities. For this research, it was provided writings from a notebook in which was named school daily memories diary. These writings represent fundamental materials that deal with the childhood forms of resistance when confronting the dissident curricula norms. The research seeks to interpret the functioning of the academic year through the lens of an elementary and middle school teacher. The research&#8217;s main goal is to discuss the curriculum based on the presence of childhood that deviates from the norm of genders and sexualities. This discussion is based on post-critical theory and methodology in education and curriculum, in which understand the constitution of bodies as an effect of discursive practices and power relations. The study observed that in the face of strategies forged by the power of the norm, childhood creates escape movements in favor of a more diverse, free and inclusive curriculum. Acting in defense of the right to life as a way of surviving in this structure. Furthermore, it was also observed that besides in recent years the school has been the target of ultra-conservative attacks, this institution has become politicized, in a way to expand and be more open to perspectives of genders and sexualities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo propone discutir los impactos del dispositivo curricular en la constitución de infancias que se desvían de la norma de géneros y sexualidades. Para ello utiliza los registros realizados en un cuaderno, al que llamamos diario escolar de memorias. Estos registros representan escenas que abordan las formas de resistencia de las infancias en disidencia de la norma, y se relacionan con las observaciones de una docente desde los tiempos y espacios de una escuela primaria, a lo largo de un año académico. Como objetivo pretendemos discutir el currículo a partir de la presencia de infancias que se desvían de la norma de géneros y sexualidades. Se trata de una discusión basada en teorizaciones y metodologías poscríticas en educación y currículo, que conciben la constitución de los cuerpos como efecto de prácticas discursivas y relaciones de poder. El estudio observó que, frente a las estrategias forjadas por el poder, estas infancias crean brechas de escape a favor de paisajes curriculares de libertad, actuando en defensa del derecho a la vida como forma de sobrevivir a las tramas que constituyen ese dispositivo. Además, también señaló que, si bien en los últimos años la escuela ha sido blanco de ataques ultraconservadores, esta institución se ha politizado, ampliándose a nuevas experiencias desde la perspectiva de géneros y sexualidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[gêneros e sexualidades]]></kwd>
<kwd lng="pt"><![CDATA[infâncias.]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[genders and sexualities]]></kwd>
<kwd lng="en"><![CDATA[childhoods.]]></kwd>
<kwd lng="es"><![CDATA[currículum]]></kwd>
<kwd lng="es"><![CDATA[géneros y sexualidades]]></kwd>
<kwd lng="es"><![CDATA[infancias.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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