<?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>S1984-59872018000200517</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2018.30164</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A arte e o afeto na inclusão escolar: potência e o pensamento não representativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Art and affection in school inclusion: potency and non-representative thinking]]></article-title>
<article-title xml:lang="es"><![CDATA[El arte y el afecto en la inclusión escolar: potencia y pensamiento no representativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreiro]]></surname>
<given-names><![CDATA[Mateus Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Alonso Bezerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Furlan]]></surname>
<given-names><![CDATA[Marta Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual De Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>14</volume>
<numero>30</numero>
<fpage>517</fpage>
<lpage>534</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872018000200517&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872018000200517&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872018000200517&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem o objetivo principal de investigar a arte e o afeto como possibilidade de pot&#234;ncia no processo inclus&#227;o escolar, tendo como referencial te&#243;rico, principalmente, os pensamentos de Deleuze e Guattari. A discuss&#227;o se inicia pela forma&#231;&#227;o conceitual da no&#231;&#227;o afeto (affectus) e seus outros componentes conceituais que envolvem a pot&#234;ncia e o pensamento n&#227;o representativo. Atualmente a inclus&#227;o escolar faz parte do registro de uma l&#243;gica representativa que codifica a experi&#234;ncia do sujeito e reduz sua pot&#234;ncia afetiva. Nesse prisma, a arte como experi&#234;ncia est&#233;tica constitui uma forma de ampliar a pot&#234;ncia, uma vez que os afetos s&#227;o potencializados para um olhar diferenciado na forma de perceber e viver a vida. A metodologia &#233; de cunho te&#243;rico, com reflex&#245;es acerca dos afetos na rela&#231;&#227;o com o devir deficiente na escola, na sua articula&#231;&#227;o com a arte e a experi&#234;ncia est&#233;tica e, envolve o reconhecimento das desigualdades sociais, psicol&#243;gicas entre outras. Nesse sentido, a arte amplia o afeto n&#227;o apenas nos sujeitos considerados possuidores de cultura, mas a aprecia&#231;&#227;o depende de uma percep&#231;&#227;o sens&#237;vel e, menos de um pensamento representativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article has as main objective to investigate art and the affection as options of will to power in the school inclusive process, having as theoretical reference, mainly, the thoughts of Deleuze and Guattari. The discussion begins in the conceptual formation of the notion affect (affection) and its other conceptual components that involve the will to power and the no representative thought. It is now necessary to include a new version of the register of a representative logic that encodes the subject's experience and reduces his/her affective power. In this perspective, the art as aesthetic experience is a way of amplifying power, once they are affected, they are empowered to a differentiated perspective in the means of conceiving and living life. The methodology is theoretical, with reflections on the affections in their relation with the deficient still to come? in the school, in its articulation with art and the aesthetic experience, and it involves the recognition of the social, psychological inequalities, among others. In this sense, art extends the affections, not only in the subjects under consideration, which possess a cultural background, but the appreciation depends on a sensible perception more than on a representative thinking.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo tiene el objetivo principal de investigar el arte y el afecto como posibilidad de potencia en el proceso de inclusi&#243;n escolar, teniendo como referencial te&#243;rico, principalmente, los pensamientos de Deleuze y Guattari. La discusi&#243;n se inicia por la formaci&#243;n conceptual de la noci&#243;n afecto (affecus) y sus otros componentes conceptuales que involucran la potencia y el pensamiento no representativo. Actualmente la inclusi&#243;n escolar forma parte del registro de una l&#243;gica representativa que codifica la experiencia del sujeto y reduce su potencia afectiva. En este prisma, el arte como experiencia est&#233;tica constituye una forma de ampliar la potencia, una vez que los afectos son potencializados para una mirada diferenciada en la forma de percibir y vivir la vida. La metodolog&#237;a es de cu&#241;o te&#243;rico, con reflexiones acerca de los afectos en la relaci&#243;n con el devenir deficiente en la escuela, en su articulaci&#243;n con el arte y la experiencia est&#233;tica y, implica el reconocimiento de las desigualdades sociales, psicol&#243;gicas entre otras. En este sentido, el arte ampl&#237;a el afecto no s&#243;lo en los sujetos considerados poseedores de cultura, sino que la apreciaci&#243;n depende de una percepci&#243;n sensible y, menos de un pensamiento representativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[arte]]></kwd>
<kwd lng="pt"><![CDATA[afeto]]></kwd>
<kwd lng="pt"><![CDATA[inclusão escolar.]]></kwd>
<kwd lng="en"><![CDATA[art]]></kwd>
<kwd lng="en"><![CDATA[affection]]></kwd>
<kwd lng="en"><![CDATA[school inclusion]]></kwd>
<kwd lng="en"><![CDATA[deleuze]]></kwd>
<kwd lng="es"><![CDATA[arte]]></kwd>
<kwd lng="es"><![CDATA[afecto]]></kwd>
<kwd lng="es"><![CDATA[inclusión escolar]]></kwd>
<kwd lng="es"><![CDATA[deleuze]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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