<?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>S1982-03052023000500006</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.64209</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;COLEGA, SENTA QUE O BABADO É BOM!&#8221;: escolas, currículos e fuxicos]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;MY DEAR, LET&#8217;S HAVE A KIKI!&#8221;: schools, curricula and chitchat]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;¡QUERIDA, VAMOS A TENER UNA CHARLA!&#8221;: escuela, currículos y chisme]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roseiro]]></surname>
<given-names><![CDATA[Steferson Zanoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Nahun Thiaghor Lippaus Pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Alexsandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Prefeitura Municipal de Cariacica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>esp</numero>
<fpage>6</fpage>
<lpage>18</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000500006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000500006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000500006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo se propõe a enunciar e problematizar as forças dos fuxicos, mexericos e fofocas enquanto modos de sociabilidades, ressaltando sua importância para fazer circular narrativas que enfraquecem as intenções de controle da vida. O texto, desdobrando-se em perguntas e convites à arte da fofoca, faz da brincadeira do telefone sem fio não algo que nos aprisione a uma moral punitiva diante de nossas invencionices, mas que afirma nessa prática uma política formativa disforme. O fuxico aparece como força do vivo e exercício de coragem, potencializando os processos criativos. No fuxico, os currículos são dessacralizados. A santidade é borrada e o oficial é tornado provisório. Em práticas de liberdade, se valendo das ocasiões dos que se afetam, um currículo fuxiqueiro cresce e se desloca. Aposta nas fofocas e nos fuxicos justamente como essas forças que, espalhando-se sem rostos e sem nomes, enfraquecem todo o discurso de verdade que as forças controladoras se armam para ditar. O fuxico e os currículos fuxiqueiros insurgem para romper com a norma e com as intenções de verdade absolutas dos currículos que negam as invenções dos praticantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The essay proposes to enunciate and problematize the forces of gossip, chitchat and kiki as modes of sociability, emphasizing its importance to circulate narratives that weaken intentions to control life. The text, unfolding in questions and invitations to the art of gossip, makes the wireless phone game not something that imprisons us to a punitive morality in the face of our inventions, but that affirms in this practice a shapeless formative policy. Gossip appears as a strength of the living and the exercise of courage, enhancing creative processes. In gossip, the curricula are desecrated. Holiness is blurred and the official is made provisional. In practices of freedom, taking advantage of the occasions of those affected, a gossip curriculum grows and moves. It bets on gossip and chitchat just like these forces that, becoming faceless and nameless, weaken the whole discourse of truth that the controlling forces are armed to dictate. Gossip and chitchat curricula rise to break with the norm and with the absolute truth intentions of curricula that deny practitioners' inventions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El ensayo propone enunciar y problematizar las fuerzas del chisme, la charla y el kiki como modos de sociabilidad, enfatizando su importancia para hacer circular narrativas que debilitan las intenciones de controlar la vida. El texto, desplegado en preguntas e invitaciones al arte del chisme, hace del juego de la telefonía inalámbrica no algo que nos aprisione a una moral punitiva frente a nuestros inventos, sino que afirma en esta práctica una política formativa informe. El chisme aparece como una fuerza de la vida y el ejercicio de la valentía, potenciando los procesos creativos. En el chisme, se profanan los planes de estudio. La santidad se difumina y el funcionario se hace provisional. En prácticas de libertad, aprovechando las ocasiones de los afectados, crece y se mueve un currículum de cotilleos. Apuesta al chisme y la cháchara como estas fuerzas que, sin rostro y sin nombre, debilitan todo el discurso de la verdad que las fuerzas controladoras están armadas para dictar. Los currículos de chismes y charlas surgen para romper con la norma y con las intenciones de verdad absoluta de los currículos que niegan las invenciones de los practicantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículos]]></kwd>
<kwd lng="pt"><![CDATA[fuxicos]]></kwd>
<kwd lng="pt"><![CDATA[vontade de verdade]]></kwd>
<kwd lng="pt"><![CDATA[criança]]></kwd>
<kwd lng="pt"><![CDATA[liberdade.]]></kwd>
<kwd lng="en"><![CDATA[curricula]]></kwd>
<kwd lng="en"><![CDATA[gossip]]></kwd>
<kwd lng="en"><![CDATA[will of truth]]></kwd>
<kwd lng="en"><![CDATA[child]]></kwd>
<kwd lng="en"><![CDATA[freedom.]]></kwd>
<kwd lng="es"><![CDATA[currículos]]></kwd>
<kwd lng="es"><![CDATA[chisme]]></kwd>
<kwd lng="es"><![CDATA[voluntad de la verdad]]></kwd>
<kwd lng="es"><![CDATA[niño]]></kwd>
<kwd lng="es"><![CDATA[libertad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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