<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742004000200008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estética da sensibilidade como princípio curricular]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trojan]]></surname>
<given-names><![CDATA[Rose Meri]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2004</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2004</year>
</pub-date>
<volume>34</volume>
<numero>122</numero>
<fpage>425</fpage>
<lpage>443</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742004000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742004000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742004000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O fato de que a estética constitua um dos princípios norteadores da organização curricular no Brasil impõe-nos uma reflexão sobre a concepção que a fundamenta e justifica. Para isso, situamos o princípio estético nos documentos normativos que definem e explicitam as atuais diretrizes curriculares nacionais para a educação básica. Indicamos os fundamentos que definem a concepção de estética adotada e suas relações com a ética e a política, que compõem a trilogia que deve orientar as práticas educacionais, a fim de evidenciar as intenções que se abrigam em torno da estética da sensibilidade, revelando sua funcionalidade no atual estágio de desenvolvimento do modo de produção capitalista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The fact that aesthetics is one of the guiding principles for curricular organization in Brazil forces us to reflect upon its founding and justifying concept. To this end, we situate the aesthetic principle in the regulatory documents which define and detail the current national curricular guidelines for primary education. We also indicate the foundations that define the aesthetic concept adopted and its relationship with ethics and politics, which are the three pillars that should guide educational practices. Thus, we intend to highlight the purposes involved in the aesthetics of sensibility, revealing its function in the present development stage of the capitalist production mode.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Estética]]></kwd>
<kwd lng="pt"><![CDATA[Diretrizes Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia da Educação]]></kwd>
<kwd lng="en"><![CDATA[Aesthetic Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Guidelines]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Est&eacute;tica da sensibilidade  como princ&iacute;pio curricular.</h2> <h3>Aesthetics of sensibility as a curricular principle.</h3>     <p>&nbsp;</p> <h4>Rose Meri Trojan    <br> </h4> </font>      ]]></body>

</article>
