<?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>S1984-59872021000100209</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.56906</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[fabulate ergo sum: a criação, o currículo e o cuidado com a vida]]></article-title>
<article-title xml:lang="en"><![CDATA[fabulate ergo sum: creation, curriculum and care for life]]></article-title>
<article-title xml:lang="es"><![CDATA[fabulate ergo sum: la creación, el currículum y el cuidado con la vida]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[roseiro]]></surname>
<given-names><![CDATA[steferson zanoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,universidade federal do espírito santo  ]]></institution>
<addr-line><![CDATA[ espírito santo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872021000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Este artigo discute a possibilidade de fazer da fabulação um método de pesquisa coletivo, apresentando o conceito de fabulação criado por Henri Bergson e ampliado por Gilles Deleuze e Félix Guattari para, no limite, fazer nascer o método. Partindo do princípio de que as forças vitais são minadas pela máquina capitalística, o texto indaga as possibilidades de insurreição e de apego à vida nas escolas. Se a fabulação tem um lado obscuro inclinado para a regulação da vida, a filosofia da diferença dá ao conceito a possibilidade de ampliação dos compossíveis da imanência. Fabular seria, então, uma questão de criar possíveis para a existência. Assim, este texto propõe fabular, com alunos de uma escola periférica no município de Cariacica-ES, condições de produção coletiva de vida a partir da própria escola. Desse modo, diante do imperativo funcional e mercantil que rege a escola e as produções curriculares, aborda algumas das questões e dificuldades encontradas no processo de fabulação como método. Por fim, aponta a fabulação como criação de um comum que afete os corpos. Eis, então, uma fabulação que destitui o lugar de autoria para criar um corpo coletivo capaz de criar vazios que expandam os limites da vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This essay discusses the possibility of turning what Henri Bergson, Gilles Deleuze and Felix Guattari called &#8220;fabulating&#8221; into a collective research method, insomuch as Deleuze and Guattari identified it as the invention of a collectivity that does not yet exist, a people to come. Given our current situation, in which the vital force of contemporary collectivities is undermined by the capitalist machine, this text inquires into the possibilities of an insurrection that begins with life in schools. If, as Bergson claimed, fabulating has a dark side that is inclined to the regulation of life, a philosophy of difference, on the other hand, conceptualizes the possibilities inherent in lived immanence. To fabulate would be, then, a question of creating possible existences. As such, this text proposes to fabulate, together with students from a suburban school in the municipality of Cariacica-ES, possible conditions of collective life in the school itself. Faced as it is by the market imperatives that govern the school and its curriculum, fabulation offers an approach and a methodology that promises to overcome this negative educational climate by fashioning larger than life images that transform and metamorphose conventional representations and concepts of collectivities, thereby enabling the invention of a people to come, and the creation of a commons and of a collective body capable of creating cognitive and affective domains that expand the limits of life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este artículo discute la posibilidad de hacer de la fabulación un método de investigación colectivo, presentando el concepto de fabulación creado por Henri Bergson y ampliado por Gilles Deleuze y Félix Guattari para, en el límite, hacer nacer el método. Partiendo del principio de que las fuerzas vitales son minadas por la máquina capitalista, el texto indaga las posibilidades de insurrección y de apego a la vida en las escuelas. Si la fabulación tiene un lado oscuro inclinado a la regulación de la vida, la filosofía de la diferencia da al concepto la posibilidad de ampliación de los composibles de la inmanencia. Fabular sería, entonces, una cuestión de crear posibles para la existencia. Así, este texto propone fabular, con alumnos de una escuela periférica en el municipio de Cariacica-ES, condiciones de producción colectiva de vida a partir de la propia escuela. De ese modo, ante el imperativo funcional y mercantil que rige la escuela y las producciones curriculares, aborda algunas de las cuestiones y dificultades encontradas en el proceso de fabulación como método. Por fin, apunta la fabulación como creación de un común que afecte a los cuerpos. He aquí, pues, una fabulación que destituye el lugar de autoría para crear un cuerpo colectivo capaz de crear vacíos que expandan los límites de la vida.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[fabulação]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[comum]]></kwd>
<kwd lng="pt"><![CDATA[método de pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[escola.]]></kwd>
<kwd lng="en"><![CDATA[fabulation]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[common]]></kwd>
<kwd lng="en"><![CDATA[research method]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="es"><![CDATA[fabulación]]></kwd>
<kwd lng="es"><![CDATA[currículum]]></kwd>
<kwd lng="es"><![CDATA[común]]></kwd>
<kwd lng="es"><![CDATA[método de investigación escuela.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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