<?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>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[Child.philo.]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872017000200213</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2017.26765</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[encontrar escola: o tempo livre como criação de outro modo de habitar a instituição]]></article-title>
<article-title xml:lang="en"><![CDATA[to find school: free time as creation of another way of inhabiting the institution]]></article-title>
<article-title xml:lang="es"><![CDATA[encontrar escuela: el tiempo libre como creación de otro modo de habitar la institución]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Fabiana Fernandes Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>13</volume>
<numero>27</numero>
<fpage>213</fpage>
<lpage>233</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872017000200213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872017000200213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872017000200213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: No presente artigo visamos a colocar em quest&#227;o a institui&#231;&#227;o escolar e a problematizar as recentes cr&#237;ticas que apontam para a inefic&#225;cia dessa institui&#231;&#227;o na atual conjuntura sociopol&#237;tica. Como institui&#231;&#227;o moderna, que foi criada tendo como fun&#231;&#227;o principal a forma&#231;&#227;o de sujeitos para a ordem social, a escola institucionalizada se v&#234; cindida por defini&#231;&#245;es que lhe s&#227;o exteriores: seus curr&#237;culos e suas avalia&#231;&#245;es, seus discursos e suas pr&#225;ticas s&#227;o definidas, de antem&#227;o, pela sociedade na qual se insere. A estreita vincula&#231;&#227;o entre escolariza&#231;&#227;o e socializa&#231;&#227;o estabelece, no espa&#231;o escolar, uma condi&#231;&#227;o de desigualdade entre aqueles que ensinam e aqueles que aprendem. Essa desigualdade se sustenta, sobretudo, na supervaloriza&#231;&#227;o do conhecimento, o qual, entendido como verdadeiro, seria o instrumento que viabilizaria, findado o processo escolar, a igualdade dos escolares no meio social. Face &#224; atual conjuntura do capitalismo financeiro, assiste-se o surgimento da linguagem do aprender (BIESTA, 2013a, 2013b, 2013c), paralelamente ao aumento de cr&#237;ticas que apontam para a inefic&#225;cia e inefici&#234;ncia da escola. Nesse movimento, contudo, a escola - seu espa&#231;o, seu tempo e sua fun&#231;&#227;o - n&#227;o &#233; colocada em quest&#227;o. A pergunta que norteia o presente artigo &#233;, portanto, "o que faz da escola uma escola?". Partimos da experi&#234;ncia de pesquisa do curso "Sobre a escola (p&#250;blica) e o ato educativo ou sobre a experi&#234;ncia de pesquisa como verifica&#231;&#227;o da igualdade. Encontrar uma escola em/para o Rio de Janeiro: andar e falar como pr&#225;ticas de pesquisa educativa", realizado em 2012, no Rio de Janeiro, para trabalhar a concep&#231;&#227;o de escola como tempo livre, em refer&#234;ncia &#224; etimologia da palavra grega skhol&#233;. Por fim, visamos a colocar em quest&#227;o a supremacia do saber da institui&#231;&#227;o e a pensar a igualdade como condi&#231;&#227;o de encontrar escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article we aim to problematize schools as institutions in order to question current academic output on education that accuses schools of not fulfilling the purposes which legitimize their existence in sociopolitical situation. From a modern point of view which considers education as formation (or training) for social order, school has its parameters established by outside: its curriculum and evaluations, its discourses and practices are defined from social order to school. This close link between school and society, which is based on the presumption that school constitutes a time for formation, creates an unequal relationship between those who teach and those who are supposed to learn. This inequality is, on one hand, caused by the relevance attributed to knowledge in the acting of learning and, in the other hand, by the belief that schooling is an indispensable process for insertion into the social sphere where equal would be achieved. Given the current role that financial capitalism plays into society, it is seen the emergence of the language of learning (BIESTA, 2013a, 2013b, 2013c) in parallel with the increase of criticism that points to the ineffectiveness and inefficiency of schooling. In presuming that school - through its architecture, organization and founding principles - is a given in society, much of current academic output on education is dedicated to the study of school's purposes, content and methods, distancing themselves from the problematic of school's very existence. Then, the question at the core of this paper is: "what makes school school?". Following this purpose, this paper presents an experience of research that has been taken in a course occurred in 2012, in the city of Rio de Janeiro, called "Regarding the (public) school and the 'educational act': the experience of inquiry and the verification of equality. Finding/Designing a public school (people's school/ &#233;cole du peuple) in/for Rio. Walking and talking as educational research practices", in order to work on the concept of school as free time, according to the etymological origin of the Greek word skhol&#233;. Finally, it is put into question the place given to knowledge in the institution and it is suggested to think equality as a condition to find school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el presente art&#237;culo tenemos el objetivo de cuestionar la instituci&#243;n escolar y problematizar las recientes cr&#237;ticas que apuntan para la ineficacia de esa instituci&#243;n en la actual coyuntura sociopol&#237;tica. Como instituci&#243;n moderna, que fue creada teniendo como funci&#243;n principal la formaci&#243;n de sujetos para el orden social, la escuela institucionalizada se ve dividida por definiciones que le son externas: sus curr&#237;culos y evaluaciones, sus discursos y sus pr&#225;cticas son definidas, de antemano, por la sociedad en la cual se insiere. La estrecha vinculaci&#243;n entre escolarizaci&#243;n y socializaci&#243;n establece, en el espacio escolar, una condici&#243;n de desigualdad entre aquellos que ense&#241;an y aquellos que aprenden. Esa desigualdad se sustenta, sobre todo, en la sobrevalorizaci&#243;n del conocimiento, el cual entendido como verdadero, ser&#237;a el instrumento que viabiliza, despu&#233;s del proceso escolar, la igualdad de los escolares en el medio social. De cara a la actual coyuntura del capitalismo financiero, se asiste al surgimiento del lenguaje del aprender, (BIESTA, 2013a, 2013b, 2013c), paralelamente al aumento de cr&#237;ticas que apuntan para la ineficacia y ineficiencia de la escuela. En este movimiento, con todo, la escuela -su espacio, su tiempo y su funci&#243;n- no es colocada en cuesti&#243;n. La pregunta que nortea el presente art&#237;culo es, por tanto, "&#191;Qu&#233; hace de la escuela una escuela?" Partimos de la experiencia de investigaci&#243;n del curso "Sobre la escuela (p&#250;blica) y el acto educativo o sobre la experiencia de investigaci&#243;n como verificaci&#243;n de igualdad. Encontrar escuela en/para R&#237;o de Janeiro: caminar y hablar como pr&#225;cticas de investigaci&#243;n educativa", realizado en 2012, en R&#237;o de Janeiro, para trabajar la concepci&#243;n de escuela como tiempo libre, en referencia a la etimolog&#237;a de la palabra griega skhol&#233;. Por &#250;ltimo, nuestro objetivo es poner en tela de juicio la supremac&#237;a del conocimiento de la instituci&#243;n y pensar en la igualdad como condici&#243;n para encontrar escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Instituição]]></kwd>
<kwd lng="pt"><![CDATA[Tempo Livre]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Igualdade.]]></kwd>
<kwd lng="en"><![CDATA[Institution]]></kwd>
<kwd lng="en"><![CDATA[Free Time]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Equality.]]></kwd>
<kwd lng="es"><![CDATA[institución]]></kwd>
<kwd lng="es"><![CDATA[tiempo libre]]></kwd>
<kwd lng="es"><![CDATA[conocimiento]]></kwd>
<kwd lng="es"><![CDATA[igualdad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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