<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102018000400307</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.224.08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O tempo na educação pública: ensaio a partir do movimento &#8220;ocupa tudo&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[The time in public education: Essay starting from the movement &#8220;occupy everything&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Rosa Malena de Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berti]]></surname>
<given-names><![CDATA[Andreza Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>4</numero>
<fpage>307</fpage>
<lpage>315</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000400307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000400307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000400307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Compreendendo que a indagação da escolarização como uma questão pública faz parte da responsabilidade docente, ensaiamos uma aproximação com o veiculado sobre o movimento &#8216;Ocupa Tudo&#8217;, objetivando identificar os desafios que esses estudantes colocam quando exercitamos gestos pedagógicos em consonância com a educação como direito, o conhecimento como bem público e a escola pública como bem comum. A estrutura do texto, consequência de uma metodologia marcada pela experiência, traz o que consideramos público, a escola como espaço de proteção e o que se constitui autoridade no trabalho docente. Na interlocução com Arendt, Larrosa, Masschelein e Simons, abordamos os impactos que o &#8216;Ocupa Tudo&#8217; causou, no momento de nossa formação continuada, fora do Brasil. Nas conclusões, identificamos o protagonismo juvenil desse movimento e destacamos pistas para a contínua formação de gestos pedagógicos em concordância com uma educação pública que resista à mercantilização e à colonização do estudar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Understanding that the questioning of schooling as a public issue is part of the teacher&#8217;s responsibility, we rehearsed an approximation with the &#8220;Occupy Everything&#8221; movement, aiming at identifying the challenges that these students pose when we exercise pedagogical gestures understanding education as a right, knowledge as a public good and public schools as a common good. The structure of the text, marked by methodology as experience, brings what we consider public, the school as a space of protection and what constitutes authority in the teaching work. In the dialogue with Arendt, Larrosa, Masschelein, and Simons, we approach the impacts that the &#8220;Occupy Everything&#8221; movement caused, at the moment of our continued formation, outside of Brazil. In the conclusions, we identified the youth leadership of this movement and we highlighted clues for the continuous formation of pedagogical gestures in agreement with a public education that resists the mercantilization and colonization of the study.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[escola pública]]></kwd>
<kwd lng="pt"><![CDATA[experiência]]></kwd>
<kwd lng="pt"><![CDATA[tempo escolar]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[experience]]></kwd>
<kwd lng="en"><![CDATA[scholastic time]]></kwd>
</kwd-group>
</article-meta>
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