<?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>S2178-52012024000100435</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.65631</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trajetividades: modos outros de pesquisar, pensar e estar na educação de surdos]]></article-title>
<article-title xml:lang="es"><![CDATA[Trajectividades: modos otros de investigar, pensar y estar en la educación de sordos]]></article-title>
<article-title xml:lang="en"><![CDATA[Trajectivities: other ways of researching, thinking and being in deaf education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Osbel]]></surname>
<given-names><![CDATA[Letícia Dell&#8217;]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lunardi-Lazzarin]]></surname>
<given-names><![CDATA[Márcia Lise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100435&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100435&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100435&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo convida a pensar a perspectiva pós-estruturalista nas pesquisas educacionais, em específico no campo da educação de surdos, no cenário da educação inclusiva. Para tanto, procurou movimentar, a partir de um estudo de mestrado, o conceito de trajetividade de Virilio (1993) como um operador teórico-metodológico alinhado a uma perspectiva pós-estruturalista, enquanto potência na composição de uma escrita-vida-pesquisa que se ocupa de pensar os modos de produção de uma docência e educação outra com surdos na escola comum. Mobiliza-se a potência deste conceito, reconhecendo a produção de uma docência trajetiva na educação e na pesquisa como modos outros de docência e educação de surdos, como possibilidade de tensionamento das relações de saber-poder-verdade. A trajetividade, enquanto caminho teórico-metodológico, acolhe a escrita ensaística como (de)formação de um eu que vai constituindo-se trajetivo com outros-juntos e com suas relações na educação, produzindo sua existência-docência pela andarilhagem da escrita-vida-pesquisa que compõe. A professora-pesquisadora-trajetiva operou novas relações consigo, com o outro e com os processos de escolarização na escola comum à medida que se colocou em trajetividade com as experiências-marcas de sua docência. Elegeram-se alguns recortes da trajetividade no processo investigativo de mestrado para anunciar a possibilidade de experimentar modos investigativos outros, que possam transgredir caminhos de pesquisa fixos, hegemônicos e estruturalizantes. Dessa forma, o artigo anuncia a trajetividade como um movimento que se faz ao caminhar no entre de uma vida-pesquisa, compondo um devir-pesquisa pelo exercício da escrita ensaística. Diante disso, propõe-se o convite-desejo de acolher a trajetividade como possibilidade de uma moviment(ação) subjetiva de pensamento e de relações nos contextos educacionais. Também, apresenta-se a trajetividade como possibilidade de fratura e transgressão aos processos investigativos dominantes de se fazer pesquisa pelo movimento ético e estético de vida que ela assume.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo invita a pensar en la perspectiva postestructuralista en las investigaciones educacionales, centrándose en el campo de la educación de sordos, en el contexto de la educación inclusiva. Para ello, buscó explorar, a partir de una investigación de maestría, el concepto de trajetividad de Virilio (1993) como un operador teórico-metodológico alineado a una perspectiva postestructuralista, mientras potencia en la composición de una escrita-vida-investigación que se ocupa de pensar los modos de producción de una docencia y educación otra con sordos en la escuela común. Se moviliza la potencia de este concepto, al reconocer la producción de una docencia trajectiva en la educación y en la investigación como modos otros de docencia y de educación de sordos, como posibilidad de tensionamiento de las relaciones de saber-poder-verdad. La trajectividad, como camino teórico-metodológico, acoge la escritura ensayística como (de)formación de un yo que se va constituyendo trajectivo con otros-juntos y con sus relaciones en la educación, produciendo su existencia-docencia por los caminos de escrita-vida-investigación que compone. La profesora-investigadora-trajectiva operó nuevas relaciones consigo misma, con el otro y con los procesos de escolarización en la escuela común a la medida que se puso en trajectividad con las experiencias-marcas de su enseñanza. Se han elegido algunos recortes de la trajectividad en el proceso investigativo de maestría para anunciar la posibilidad de experimentar modos investigativos otros, que puedan transgredir caminos de pesquisa fijos, hegemónicos y estructuralizantes. De esa forma, el artículo anuncia la trajectividad como un movimiento que se hace al caminar por el medio de una vida-investigación, componiendo un devenir-investigación por el ejercicio de la escritura ensayística. Por lo tanto, se propone una invitación-deseo de acoger la trajectividad como posibilidad de una moviment(ación) subjetiva de pensamiento y de relaciones en los contextos educacionales. Aún, se presenta la trajectividad como posibilidad de fractura y transgresión a los procesos investigativos dominantes de hacerse investigación por el movimiento ético y estético de vida que ella asume.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article invites us to think about the post-structuralist perspective in educational research, specifically in the field of deaf education, in the scenario of inclusive education. To this end, it seeks to use Virilio's (1993) concept of trajectivity as a theoretical-methodological operator aligned with a post-structuralist perspective, as a power in the composition of writing-life-research that is concerned with thinking about the modes of production of a different kind of teaching and education with deaf people in common schools. The power of this concept is mobilized, recognizing the production of a trajective teaching in education and research as other ways of teaching and educating the deaf, as a possibility of tensioning the relations of knowledge-power-truth. Trajectivity, as a theoretical-methodological path, welcomes essayistic writing as the (de)formation of a self that becomes trajective with other-united and with its relations in education, producing its existence-doctrine through the wandering of the writing-life-research that it composes. The subjective teacher-researcher established new relationships with herself, with others and with the processes of schooling in the common school as she became subjective to the experiences-marks of her teaching. We have chosen some clippings of subjectivity from the Master's research process to announce the possibility of experimenting with other investigative modes that can transgress fixed, hegemonic and structuralizing research paths. In this way, the article announces trajectivity as a movement that takes place while walking through the in-between of a life-research, composing a becoming-research through the exercise of essay writing. In view of this, it proposes the invitation-desire to welcome trajectivity as a possibility for a subjective movement of thought and relationships in educational contexts. Trajectivity is also presented as a possibility of fracture and transgression of the dominant investigative processes of doing research through the ethical and aesthetic movement of life that it assumes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pós-estruturalismo]]></kwd>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[escola comum]]></kwd>
<kwd lng="pt"><![CDATA[trajetividade]]></kwd>
<kwd lng="pt"><![CDATA[educação com surdos]]></kwd>
<kwd lng="es"><![CDATA[postestructuralismo]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[escuela común]]></kwd>
<kwd lng="es"><![CDATA[trajectividad]]></kwd>
<kwd lng="es"><![CDATA[educación con sordos]]></kwd>
<kwd lng="en"><![CDATA[post-structuralism]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[common school]]></kwd>
<kwd lng="en"><![CDATA[trajectivity]]></kwd>
<kwd lng="en"><![CDATA[deaf education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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