<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602024000100123</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.87484</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Concepções de currículo expressas nos projetos pedagógicos de formação inicial de professores do campo na Amazônia]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum conceptions expressed in the pedagogic projects for initial training of rural teachers in the Amazon]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Tânia Mara Rezende]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Paulo Vinícius Baptista da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Acre (UFAC)  ]]></institution>
<addr-line><![CDATA[Rio Branco Acre]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR)  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</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>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602024000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602024000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602024000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esse estudo responde ao seguinte problema: quais são as concepções de currículo de formação inicial de professores do campo expressas nos Projetos Pedagógicos Curriculares (PPCs) oferecidos por universidades federais da Região Norte do Brasil? Analisou-se as concepções de currículo identificadas nas referências teóricas de base para a definição da concepção de currículo que orientaram os PPCs, bem como os conceitos e princípios que os estruturam. O objetivo é analisar que concepções de currículo apresentam os PPCs de Formação Inicial de Professores do Campo oferecidos na Amazônia. Trata-se de uma pesquisa documental fundamentada em Apple (1999), Gimeno Sacristán (2000), Quijano (2005), Freire (2011) e Arroyo (2019). A metodologia correspondeu a três fases: 1. Mapeamento dos PPCs de sete universidades federais da Região Norte do Brasil; 2. Descrição e análise destes; e 3. Produção de relatório de pesquisa. As concepções de currículo expressas nos PPCs analisados vinculam-se às concepções críticas de currículo advindas principalmente de referências teóricas marxistas, freireanas e decolonizadoras. Alguns PPC omitem as referências teóricas nas quais se fundamentam. Em contrapartida, em todos os PPCs analisados constam um quantitativo robusto de referências legais, o que evidencia uma preocupação maior com a prescrição legal do que com a fundamentação teórica. Observou-se também uma polifonia teórica nos PPCs visto que autores de perspectivas teóricas muito distintas configuram como referências em um mesmo PPC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study responds to the following problem: what are the conceptions of the initial training curriculum for rural teachers expressed in the Curricular Pedagogical Projects (PPCs) offered by federal universities in the Northern Region of Brazil? The curriculum concepts identified in the basic theoretical references for defining the curriculum conception that guided the PPCs were analyzed, as well as the concepts and principles that structure them. The objective is to analyze the curriculum concepts presented by the PPCs for Initial Training for Rural Teachers offered in the Amazon. This is documentary research based on Apple (1999), Gimeno Sacristán (2000), Quijano (2005), Freire (2011) and Arroyo (2019). The methodology corresponded to three phases: 1. Mapping the PPCs of seven federal universities in the Northern Region of Brazil; 2. Description and analysis of these; and 3. Production of research report. The conceptions of curriculum expressed in the PPCs analyzed are linked to critical conceptions of curriculum arising mainly from Marxist, Freirean and decolonizing theoretical references. Some PPCs omit the theoretical references on which they are based. On the other hand, all the PPCs analyzed contain a robust number of legal references, which highlights a greater concern with legal prescription than with theoretical foundations. A theoretical polyphony was also observed in the PPCs since authors from very different theoretical perspectives serve as references in the same PPC.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Amazônia]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Training of Rural Teachers]]></kwd>
<kwd lng="en"><![CDATA[Amazon]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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