<?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>S1982-03052024000100208</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.75038</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REORDENAMENTO DA REDE ESCOLAR DE FORTALEZA: racionalidade versus afetividade na transição de 5º para 6º ano]]></article-title>
<article-title xml:lang="en"><![CDATA[REORGANIZATION OF THE FORTALEZA SCHOOL NETWORK: rationality versus affectivity in the transition from 5th to 6th grade]]></article-title>
<article-title xml:lang="es"><![CDATA[REORGANIZACIÓN DE LA RED ESCOLAR DE FORTALEZA: racionalidad versus afectividad en la transición de 5º a 6º grado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Erineuda do Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vidal]]></surname>
<given-names><![CDATA[Eloisa Maia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Municipal de Educação de Fortaleza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>25</volume>
<numero>76</numero>
<fpage>208</fpage>
<lpage>220</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo objetiva refletir sobre os efeitos da política de reordenamento de escolas nas subjetividades e aprendizagens dos discentes em transição do 5º para o 6º ano do ensino fundamental e procura compreender como eles são afetados por esse modelo de especialização das escolas. Trata-se de um estudo de caráter exploratório, de abordagem qualitativa e estudo de casos múltiplos. Foram realizadas entrevistas semiestruturadas com coordenadores pedagógicos posteriormente analisadas pela Análise de Discurso Crítica proposta por Fairclough. As análises sugerem que, ao fragmentar a oferta do ensino fundamental, a transição dos alunos entre 5º e 6º ano é afetada pelo esgarçamento dos vínculos afetivos dos alunos, uma vez que ocorre uma ruptura decorrente da desterritorialização. Essa situação, devido à Estima de lugar, demanda tempo para reconstrução dos laços de pertencimento e irmandade em torno do novo território, o que pode vir afetar a aprendizagem e o rendimento escolar desses estudantes. Portanto, essa transição merece atenção e acompanhamento por parte dos profissionais da educação de modo a mitigar os impactos negativos nas subjetividades desse alunado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article aims to reflect on the effects of the school reordering policy on the subjectivities and learning of students in transition from 5th to 6th grade of elementary school and seeks to understand how they are affected by this model of school specialization. This is an exploratory study, with a qualitative approach and multiple case study. Semi-structured interviews were conducted with pedagogical coordinators and then analyzed using the Critical Discourse Analysis proposed by Fairclough. The analyses suggest that, by fragmenting the supply of elementary school, the transition of students between 5th and 6th grade is affected by the frayed affective bonds of the students, since a rupture occurs due to deterritorialization. This situation, due to the esteem of place, demands time to rebuild the bonds of belonging and brotherhood around the new territory, which may affect the learning and school performance of these students. Therefore, this transition deserves attention and monitoring by educational professionals in order to mitigate the negative impacts on the subjectivities of these students]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene como objetivo reflexionar sobre los efectos de la política de reorganización de las escuelas en las subjetividades y el aprendizaje de los estudiantes en transición de 5º a 6º grado de las escuelas primarias y trata de entender cómo se ven afectados por este modelo de especialización de las escuelas. Se trata de un estudio de carácter exploratorio, enfoque cualitativo y estudio de caso múltiple. Se realizaron entrevistas semiestructuradas a los coordinadores pedagógicos que posteriormente fueron analizadas mediante el Análisis Crítico del Discurso propuesto por Fairclough. Los análisis sugieren que, al fragmentarse la oferta de educación primaria, la transición de los alumnos entre 5º y 6º grado se ve afectada por el deshilachamiento de los vínculos afectivos de los alumnos, ya que se produce una ruptura debido a la desterritorialización. Esta situación, debido a la estima del lugar, demanda tiempo para reconstruir los lazos de pertenencia y fraternidad en torno al nuevo territorio, lo que puede afectar el aprendizaje y el rendimiento escolar de estos alumnos. Por lo tanto, esta transición merece atención y seguimiento por parte de los profesionales de la educación con el fin de mitigar los impactos negativos en las subjetividades de estos estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[reordenamento de redes escolares]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Fortaleza]]></kwd>
<kwd lng="pt"><![CDATA[estima de lugar]]></kwd>
<kwd lng="pt"><![CDATA[afetividade]]></kwd>
<kwd lng="en"><![CDATA[school network redevelopment]]></kwd>
<kwd lng="en"><![CDATA[elementary school]]></kwd>
<kwd lng="en"><![CDATA[Fortaleza]]></kwd>
<kwd lng="en"><![CDATA[esteem of place]]></kwd>
<kwd lng="en"><![CDATA[affectivity]]></kwd>
<kwd lng="es"><![CDATA[remodelación de la red escolar]]></kwd>
<kwd lng="es"><![CDATA[enseñanza primaria]]></kwd>
<kwd lng="es"><![CDATA[Fortaleza]]></kwd>
<kwd lng="es"><![CDATA[estima del lugar]]></kwd>
<kwd lng="es"><![CDATA[afectividad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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