<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012021000100112</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v43i0.48735</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um mergulho no silêncio: o mistério da aula de História]]></article-title>
<article-title xml:lang="es"><![CDATA[Una inmersión en silencio: el misterio de la clase de Historia]]></article-title>
<article-title xml:lang="en"><![CDATA[A dive into silence: the mystery of History class]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torelly]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Nilton Mullet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina Faculdade de Educação Centro de Estudos Especializados em Educação]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Faculdade de Educação Departamento de Ensino e Currículo, Área de ensino de História]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></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>43</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012021000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012021000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012021000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo é uma provocação ao pensamento decorrente de duas propostas de pesquisa: uma que pensa o papel da imaginação no ensino de História e outra que se ocupa dos limites da linguagem na perspectiva teórica das filosofias da diferença. Situado nesta intersecção temática, via revisão bibliográfica, trata do silêncio e do mistério como elementos articuladores da aula de História, considerando o silêncio como conceito que permite um olhar não referencial para a sala de aula, tomando esse espaço como multiplicidade de forças criadoras. Objetiva-se acentuar o elemento criativo em contraposição ao elemento reativo, o que é demonstrado por meio de uma problematização da linha do tempo, entendida como dispositivo de controle dos corpos e da duração. A sala de aula reveste-se, assim, de uma natureza mista, constituída tanto por atualizações e individuações que delimitam as possibilidades formais de temporalização como por virtualidades que se insinuam a fim de romper os estratos formais e produzir diferença. O mistério é o que acontece em uma aula de História que tem o silêncio como elemento gerador. Por fim, o elemento gerador dessa aula de História, o silêncio, é considerado condição de possibilidade para acontecimentos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo es una provocación al pensamiento, surgiendo de dos propuestas de investigación: uno que piensa el papel de la imaginación en la enseñanza de la Historia y otro que aborda los límites del lenguaje en la perspectiva teórica de las filosofías de la diferencia. Ubicado en esta intersección temática, a través de revisión bibliográfica, trata el silencio y el misterio como elementos articulados de la clase de Historia, considerando el silencio como un concepto que permite una mirada no referencial al aula, tomando este espacio como una multiplicidad de fuerzas creativas. El objetivo es enfatizar el elemento creativo en oposición al elemento reactivo, lo que se demuestra a través de una problematización de la línea de tiempo, entendido como dispositivo de control de los cuerpos y la duración. Por lo tanto, el aula tiene una naturaleza mixta, constituida por actualizaciones e individualizaciones que delimitan las posibilidades formales de la temporalización y por las virtualidades que se insinúan para romper los estratos formales y producir diferencias. El misterio es lo que sucede en una clase de historia que tiene el silencio como elemento generador. Finalmente, el elemento generador de esta clase de historia, el silencio, se considera una condición de posibilidad para los eventos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article is a provocation to thought resulting from two research: one thinking the role of imagination in History teaching; and another addressing the limits of language in the theoretical perspective of philosophies of difference. Located in this thematic intersection, via bibliographical review, it deals with silence and mystery as articulating elements of the History class, considering silence as a concept that allows a non-referential look to the classroom, perceiving this space as multiplicity of creative forces. The aim is to accent the creative element in contrast with the reactive element, which is demonstrated by a problematization of the timeline, understood as a control devices of length and bodies. The classroom thus has a mixed nature, consisting both of actualizations and individuations that delimit the formal possibilities of temporalization and of virtualities that are insinuated in order to disrupt the formal strata and produce difference. The mystery is what happens in a History class that has silence as a generator element. Lastly, the generator element of this History class, the silence, is considered as condition of possibility for happenings.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[imaginação]]></kwd>
<kwd lng="pt"><![CDATA[criação]]></kwd>
<kwd lng="pt"><![CDATA[ensino de história]]></kwd>
<kwd lng="es"><![CDATA[imaginación]]></kwd>
<kwd lng="es"><![CDATA[creación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la historia]]></kwd>
<kwd lng="en"><![CDATA[imagination]]></kwd>
<kwd lng="en"><![CDATA[creation]]></kwd>
<kwd lng="en"><![CDATA[history teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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