<?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>S1982-03052024000100458</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.76461</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ATERRANDO POLÍTICAS PÚBLICAS OBSCURANTISTAS: uma discussão curricular sobre possibilidades de conversas (complicadas) no Antropoceno]]></article-title>
<article-title xml:lang="en"><![CDATA[BURYING OBSCURANTIST PUBLIC POLICIES: a curriculum discussion on possibilities of (complicated) conversations in the Anthropocene]]></article-title>
<article-title xml:lang="es"><![CDATA[ENTERRANDO LAS POLÍTICAS PÚBLICAS OBSCURANTISTAS: una discusión curricular sobre las posibilidades de las conversaciones (complicadas) en el Antropoceno]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Guilherme de Azeredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abreu]]></surname>
<given-names><![CDATA[Rozana Gomes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Milanez]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programa de Pós-graduação em Ensino de Química ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programa de Pós-graduação em Ensino de Química ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programa de Pós-graduação em Ensino de Química ]]></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>458</fpage>
<lpage>469</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000100458&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000100458&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000100458&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em virtude do reflexo gerado nos últimos meses a partir da implementação do Novo Ensino Médio (NEM) no país, este ensaio teórico tem por objetivo traçar diálogos entre a filosofia latouriana e as conversas complicadas sobre currículo, tecidas por William Pinar, dando base para pensar em formas de orientação perante a desterritorialização ampliada pelas mutações climáticas e aos impactos gerados pelas políticas públicas em nosso saber-fazer-artístico docente. O cenário político atual, marcado por manifestações e pela protocolação do PL n. 2.601/2023, abriu espaço para pensar em currículos outros, construídos a partir do diálogo entre seres-terrestres, partindo de suas experiências de vida e saberes produzidos com/no/sobre o ambiente em que (co)habitam. Ao propor, neste artigo, uma reconstrução do passado indolente, marcado pela imposição de políticas públicas nefastas a partir de interesses das elites obscurantistas, esperançamos a (re)construção de um currículo pautado em geo-histórias, orientando os terrestres frente a mutações climáticas e os politizando para a superação de uma globalização individualista e segregante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Due to the reflection generated in recent months from the implementation of the New Secondary School (NEM) in the country, this theoretical essay aims to outline dialogues between Latourian philosophy and the complicated conversations about curriculum, woven by William Pinar, providing a basis for thinking in forms of guidance in the face of deterritorialization amplified by climate change and the impacts generated by public policies on our teaching artistic know-how. The current political scenario, marked by demonstrations and the protocol of PL n. 2.601/2023, opened space to think about other curricula, built from the dialogue between terrestrial beings, starting from their life experiences and knowledge produced with/in/about the environment in which they (co)inhabit. By proposing, in this article, a reconstruction of the indolent past, marked by the imposition of disastrous public policies based on the interests of the obscurantist elites, we hope for the (re)construction of a curriculum based on geohistories, guiding terrestrials in the face of climate change and politicizing them to overcome an individualistic and segregating globalization.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Debido a la reflexión generada en los últimos meses a partir de la implementación de la Nueva Escuela Secundaria (NEM) en el país, este ensayo teórico pretende esbozar diálogos entre la filosofía latouriana y las complicadas conversaciones sobre currículo, tejidas por William Pinar, brindando una base para pensar en formas de orientación frente a la desterritorialización amplificada por el cambio climático y los impactos que generan las políticas públicas en nuestros saberes artísticos docentes. El escenario político actual, marcado por manifestaciones y el protocolo del PL n. 2.601/2023, abrió espacio para pensar otros currículos, construidos a partir del diálogo entre seres terrestres, a partir de sus experiencias de vida y saberes producidos con/en/sobre el medio ambiente en que (co)habitan. Al proponer en este artículo una reconstrucción de un pasado indolente, marcado por la imposición de nefastas políticas públicas basadas en los intereses de las élites oscurantistas, esperamos la (re)construcción de un currículo basado en geohistorias, guiando a los terrestres en el frente al cambio climático y politizándolos para superar una globalización individualista y segregadora.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[conversa complicada]]></kwd>
<kwd lng="pt"><![CDATA[ecologia]]></kwd>
<kwd lng="pt"><![CDATA[reformas educacionais]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[complicated conversation]]></kwd>
<kwd lng="en"><![CDATA[ecology]]></kwd>
<kwd lng="en"><![CDATA[educacional reforms]]></kwd>
<kwd lng="es"><![CDATA[currículum]]></kwd>
<kwd lng="es"><![CDATA[conversación complicada]]></kwd>
<kwd lng="es"><![CDATA[ecología]]></kwd>
<kwd lng="es"><![CDATA[reformas educativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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