<?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>2184-0458</journal-id>
<journal-title><![CDATA[Revista Lusófona de Estudos Culturais (RLEC)/Lusophone Journal of Cultural Studies (LJCS)]]></journal-title>
<abbrev-journal-title><![CDATA[RLEC/LJCS]]></abbrev-journal-title>
<issn>2184-0458</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudos de Comunicação e Sociedade (CECS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-04582025000202009</article-id>
<article-id pub-id-type="doi">10.21814/rlec.6523</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perus, Perus, de Dia Falta Água e de Noite Falta Luz: Coletividades, Escola, Arte e Território]]></article-title>
<article-title xml:lang="en"><![CDATA[Perus, Perus - By Day No Water, by Night No Light: Collectivities, School, Art, and Territory]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Adriano José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gobbi]]></surname>
<given-names><![CDATA[Márcia Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Programa de Pós-graduação da Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Programa de Pós-graduação em Educação, Metodologia do Ensino e Educação Comparada ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-04582025000202009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-04582025000202009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-04582025000202009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo aproximar-se do questionamento sobre saberes já consolidados e aparentemente imutáveis, articulando reflexões produzidas a partir do reconhecimento do bairro periférico de Perus, localizado na Zona Noroeste da cidade de São Paulo. Trata-se de um território historicamente marcado pelo estigma das faltas de luz e água, mas também pela potência criativa de coletivos artísticos, como a Ocupação Artística Canhoba, sede do Grupo de Teatro Pandora, e a Comunidade Cultural Quilombaque. Esses coletivos proporcionam diferentes possibilidades de relação entre arte, comunidade e educação pública, em diálogo com um elemento simbólico e material presente no território: a Fábrica de Cimento Portland Perus. Tendo como referenciais teóricos principais autores como Henri Lefebvre (1968/2011) e Tiaraju Pablo D&#8217;Andrea (2013, 2020), o texto tangencia os campos de estudos periféricos urbanos, artísticos e educacionais, em sua forma ampla, e busca relacionar sujeitos e sujeitas periféricas, ainda pouco visibilizados(as) em intersecção: estudantes da educação básica, projetos culturais das e nas &#8220;quebradas&#8221; da cidade (termo utilizado comumente para se referir aos bairros periféricos no Brasil), coletividades e novos horizontes possíveis. Metodologicamente, as reflexões partem de práticas desenvolvidas em uma escola pública, envolvendo os(as) sujeitos(as) e mediadas pelas linguagens artísticas. Como possíveis conclusões, verifica-se que as ações realizadas com a arte e as coletividades do território podem ser fundamentais para romper a lógica de que a periferia é apenas o lugar das faltas a ela historicamente atribuídas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article examines established and seemingly immutable forms of knowledge, articulating reflections grounded in the recognition of the peripheral neighbourhood of Perus, located in the north-western zone of the city of São Paulo. This territory has historically been marked by the stigma of water and electricity shortages, while simultaneously standing out for the creative vitality of artistic collectives such as Ocupação Artística Canhoba - home to the Grupo de Teatro Pandora - and Comunidade Cultural Quilombaque. These collectives offer multiple possibilities for connecting art, community, and public education, in dialogue with a symbolic and material element of the territory: the Fábrica de Cimento Portland Perus. Theoretical references include Henri Lefebvre (1968/2011) and Tiaraju Pablo D&#8217;Andrea (2013, 2020), the text engages with the urban, artistic, and educational fields of peripheral studies in their broadest sense, seeking to relate peripheral subjects - still underrepresented - at their intersection: basic education students, cultural projects developed in and by the &#8220;quebradas&#8221; of the city (a colloquial term commonly used in Brazil to refer to peripheral neighbourhoods), collectivities, and possible new horizons. Methodologically, the reflections derive from practices developed in a public school, involving participants and mediated through artistic languages. The findings suggest that actions involving art and local collectivities can be fundamental in disrupting the logic that frames the periphery solely as a place defined by historical deprivations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[coletivos artísticos]]></kwd>
<kwd lng="pt"><![CDATA[periferias]]></kwd>
<kwd lng="pt"><![CDATA[cidade e comunidade]]></kwd>
<kwd lng="pt"><![CDATA[arte na escola]]></kwd>
<kwd lng="pt"><![CDATA[bairro de Perus]]></kwd>
<kwd lng="en"><![CDATA[artistic collectives]]></kwd>
<kwd lng="en"><![CDATA[peripheries]]></kwd>
<kwd lng="en"><![CDATA[city and community]]></kwd>
<kwd lng="en"><![CDATA[art in school]]></kwd>
<kwd lng="en"><![CDATA[Perus neighbourhood]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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