<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992018000100151</article-id>
<article-id pub-id-type="doi">10.14244/198271992019</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Falas, afetos, sons e ruídos: as crianças e suas formas de habitar e participar do espaço escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Speech, affections, sound and noise: children and their ways of living and participating in school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Lucia Rabello de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Carina Borgatti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Isa Kaplan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lara]]></surname>
<given-names><![CDATA[Juliana Siqueira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>151</fpage>
<lpage>168</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992018000100151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992018000100151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992018000100151&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente trabalho analisa as falas, os afetos, os sons e os ru&#237;dos, como formas de express&#227;o das crian&#231;as ao habitarem e participarem do espa&#231;o escolar. Interessou-nos examinar como estes contornos sonoros e afetivos complementares ao discurso associam-se a modos de a&#231;&#227;o de alunos e alunas no seu envolvimento com a escola e suas demandas. A pesquisa de campo em onze escolas p&#250;blicas, abarcando mais de 400 alunos e alunas do Ensino Fundamental e Ensino M&#233;dio, foi realizada atrav&#233;s de observa&#231;&#227;o-participante e grupos de discuss&#227;o. Os resultados evidenciaram a import&#226;ncia dos afetos, emo&#231;&#245;es e express&#245;es n&#227;o-verbais para se compreender as din&#226;micas sociais e intergeracionais que criam as condi&#231;&#245;es pol&#237;ticas de fala e de escuta para as crian&#231;as na escola. A partir de categorias nomeadas como &#8216;queixumes&#8217;, &#8216;passividade&#8217; e &#8216;rompantes imagin&#225;rios&#8217;, analisamos como as a&#231;&#245;es de alunos e alunas podem ser lidas como uma importante express&#227;o do que pensam e sentem acerca do processo de transmiss&#227;o e constituir sentidos coletivos para a posi&#231;&#227;o singular do estudante frente ao adulto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present paper analyzes the speech, the affections, the sounds and the noise, as forms of children&#8217;s expressions as they inhabit and participate in school. We were interested in examining how these complementary sonic and affective contours of discourse are associated with the students&#8217; actions and their involvement with school and its demands. The empirical research, conducted in eleven public schools, comprehending over 400 students from Elementary and High School, used participant observation and discussion groups as its method. The results evidenced the importance of affections, emotions and nonverbal expressions to understand the social and generational dynamics which produce the political conditions of speech and listening for children at school. Through categories named as &#8216;complaints&#8217;, &#8216;passivity&#8217; and &#8216;imaginary disrupters&#8217;, we analyze how the actions of students can be read as an important expression of what they think and feel about the process of transmission and a way of constructing collective senses to the student&#8217;s unique position vis-a-vis the adult.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este trabajo se analisa las falas, los afectos, los sonidos y los ru&#237;dos, como formas de expresi&#243;n de los ni&#241;os al habitaren y participaren del espacio escolar. Hubo inter&#233;s de examinar como estos contornos sonoros y afectivos complementares al discurso se asocian a modos de acci&#243;n de alumnos y alumnas en su envolvimiento con la escuela y sus demandas. La investigaci&#243;n de campo en once escuelas p&#250;blicas, abarcando m&#225;s de 400 alumnos e alumnas de Ensino Fundamental y Ensino M&#233;dio, se efectu&#243; a trav&#233;s de observaci&#243;n-participante y grupos de discusi&#243;n. Los resultados evidenciaran la importancia de los afectos, emociones y expressiones no-verbales para entender las din&#226;micas sociales y intergeracionales que crian las condiciones pol&#237;ticas de fala y de escucha para los ni&#241;os y ni&#241;as en la escuela. A partir de categorias nombradas como &#8216;quejas, &#8216;passividad&#8217; y &#8216;explosiones imaginarias&#8217;, analisamos como las acciones de alumnos y alumnas pueden ser le&#237;das como una importante expresi&#243;n de lo que piensan y sienten acerca del processo de transmission y constituir sentidos colectivos para la posici&#243;n singular de lo estudante frente al adulto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Afetos]]></kwd>
<kwd lng="pt"><![CDATA[Ação]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Affects]]></kwd>
<kwd lng="en"><![CDATA[Action]]></kwd>
<kwd lng="es"><![CDATA[Niños y Niñas]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Afectos]]></kwd>
<kwd lng="es"><![CDATA[Acción]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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