<?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>S1984-59872024000100103</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2024.79312</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Malditas invasões curriculares!]]></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 contrib-type="author">
<name>
<surname><![CDATA[gonçalves]]></surname>
<given-names><![CDATA[nahun thiaghor lippaus pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[delboni]]></surname>
<given-names><![CDATA[tania mara zanotti guerra frizzera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,prefeitura municipal de cariacica  ]]></institution>
<addr-line><![CDATA[cariacica ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,instituto federal do espírito santo  ]]></institution>
<addr-line><![CDATA[colatina ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,universidade federal do espírito santo  ]]></institution>
<addr-line><![CDATA[vitória ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872024000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo O artigo dialoga sobre imagens curriculares utópicas que, expressas na escola, representam os feitos ideais de condutas, comportamentos almejados para exaustão da vida nos currículos que insistem no enquadramento. Logo, o objetivo é questionar a lógica quase imperial de veiculação de imagens das práticas curriculares. O processo de captura imagética das práticas curriculares lança professoras e professores nesse meio de produtores-consumidores da sociedade do hiperespetáculo, de facilitadores da sociedade da transparência, propondo uma falsa eliminação das assimetrias das forças e tornando tudo uma espécie de entretenimento que visa a incessante renovação dos prazeres e das emoções. Para tanto, são fabuladas cenas de escola que brincam com a lógica das estabilidades curriculares. Se a escola e a professora se veem, nesse contexto, obrigadas a registrar os currículos em imagens quase midiáticas, interessa-nos produzir imagens no limite do aceitável. Afinal, o que se entende por currículos? Quais sentidos são produzidos a partir dessas invasões imagéticas? Uma escola que prolifera as imagens-perfeitas de sala de aula, de aluno, de professora etc. mais enlutam a vida que realmente a produzem. Na contramão, como produzir imagens para além do governo da vida? É possível afirmar a escola como uma potência do infinito?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This paper explores the proliferation of utopian curricular images present in schools, which portray ideal behaviors aimed at conforming to pre-framed educational agendas. It seeks to challenge the imperial logic behind the dissemination of these images of curricular practices. The act of participating in the regime of such images places teachers in a paradoxical role as both creators and consumers within a society dominated by the spectacle, fostering an illusion of transparency while failing to address underlying power imbalances. Instead, it transforms education into a form of entertainment, perpetuating the cycle of pleasure and emotion without addressing substantive issues. In response, this essay suggests the creation of fictionalized school scenes that subvert the notion of curriculum stability. When schools and teachers are compelled to document their curricula through media-like imagery, it becomes crucial to question the underlying meanings and implications of such representations. Rather than mourning the loss of genuine life experiences, the focus should be on producing images that transcend conventional norms and challenge the status quo. This prompts a deeper inquiry into the essence of curricula and the transformative potential of alternative visual narratives. Can education evolve beyond the confines of societal norms and governmental biopower and affirm itself as a source of infinite empowerment? These are the fundamental questions raised by this essay, which urges a reevaluation of the role of images in shaping educational paradigms.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen: El artículo dialoga sobre las imágenes curriculares utópicas que, expresadas en la escuela, representan los logros ideales de conducta, comportamientos destinados a agotar la vida en unos planes de estudios que insisten en el encuadre. El objetivo es, pues, cuestionar la lógica casi imperial de transmisión de imágenes de las prácticas curriculares. El proceso de captura de imágenes de las prácticas curriculares lanza a profesoras y profesores a este medio de productores-consumidores de la sociedad del hiperespectáculo, de facilitadores de la sociedad de la transparencia, proponiendo una falsa eliminación de las asimetrías de fuerzas y convirtiéndolo todo en una especie de entretenimiento destinado a la renovación incesante de placeres y emociones. Para ello, son fabuladas escenas escolares que juegan con la lógica de las estabilidades curriculares. Si, en este contexto, la escuela y la profesora se ven obligadas a registrar los currículos en imágenes casi mediáticas, nos interesa producir imágenes en el límite de lo aceptable. Después de todo, ¿qué se entiende por currículos? ¿Qué sentidos son producidos a partir de estas invasiones de imágenes? Una escuela que propaga imágenes perfectas de la clase, de alumno, de profesora, etc. pero llora la vida más de lo que realmente la produce. Por otro lado, ¿cómo podemos producir imágenes más allá del gobierno de la vida? ¿Es posible afirmar la escuela como una potencia del infinito?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[criança]]></kwd>
<kwd lng="pt"><![CDATA[imagens]]></kwd>
<kwd lng="pt"><![CDATA[fabulação]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[child]]></kwd>
<kwd lng="en"><![CDATA[image]]></kwd>
<kwd lng="en"><![CDATA[fabulation]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[niño/niña]]></kwd>
<kwd lng="es"><![CDATA[imagen]]></kwd>
<kwd lng="es"><![CDATA[fabulación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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