<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432015000100133</article-id>
<article-id pub-id-type="doi">10.2015/jan.jun.v24n43.011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Território e currículo: relações interdisciplinares entre estudos territoriais e educação social]]></article-title>
<article-title xml:lang="en"><![CDATA[Territory and curriculum: interdisciplinary relationships between territorial studies and social education]]></article-title>
<article-title xml:lang="es"><![CDATA[Territorio y currículo: relaciones interdisciplinarias entre estudios territoriales y educación social]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bicalho]]></surname>
<given-names><![CDATA[Maria Gabriela Parenti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Maria Celeste Reis Fernandes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meireles]]></surname>
<given-names><![CDATA[Ludmylla Karinne Trigueiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora Departamento de Medicina ]]></institution>
<addr-line><![CDATA[Governador Valadares MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<volume>24</volume>
<numero>43</numero>
<fpage>133</fpage>
<lpage>145</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432015000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432015000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432015000100133&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[As discuss&#245;es apresentadas neste artigo se sustentam nos resultados de uma investiga&#231;&#227;o, de cunho bibliogr&#225;fico, que buscou estabelecer conex&#227;o interdisciplinar entre o campo da geografia, no qual os estudos territoriais se estabelecem, e o campo da educa&#231;&#227;o social. O objetivo dessas discuss&#245;es &#233; propor reflex&#245;es sobre o territ&#243;rio e a educa&#231;&#227;o social, e suas contribui&#231;&#245;es para as pr&#225;ticas curriculares em espa&#231;os n&#227;o escolares. Sob a &#243;tica das teorias cr&#237;ticas, que negam a neutralidade do curr&#237;culo, busca se explicitar os v&#237;nculos que se estabelecem entre conhecimento, rela&#231;&#245;es (sociais e de poder) e conscientiza&#231;&#227;o, considerando a espacialidade como constitutivas dessas rela&#231;&#245;es. Nas experi&#234;ncias de educa&#231;&#227;o que se constituem em espa&#231;os n&#227;o escolares (e escolares), os sujeitos s&#227;o os atores centrais para a constru&#231;&#227;o do curr&#237;culo, como portadores, nas pr&#225;ticas educativas, de vividos territoriais. As conclus&#245;es do estudo apontam para a import&#226;ncia de se considerar o territ&#243;rio como constituinte dos sujeitos e, portanto, como constituinte das pr&#225;ticas educativas e elemento a se considerar no campo da pesquisa em educa&#231;&#227;o, especialmente na educa&#231;&#227;o social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The discussions presented in this article are supported by the results of a bibliographic investigation that seeks to establish an interdisciplinary connection between the field of geography, which encompasses territorial studies, and the field of social education. The purpose of these discussions is to offer reflections concerning territory and social education, and their contributions to curricular practices in non-school spaces. From the perspective of critical theories that deny the neutrality of curriculums, we seek to clarify the links that exist between knowledge, (social and power) relations, and awareness, considering spatiality as constitutive of these relations. In terms of educational experiences that occur in non-school (and school) spaces, individual subjects who experienced, first-hand, local educational practices are the main protagonists in the creation of curriculums. The study's findings emphasize the importance of viewing territory as a constituent of the subject. As such, territory is not only a constituent of educational practices, but also an element to be considered in the field of educational research, especially with regards to social education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Las discusiones que se presentan en este art&#237;culo apoyan los resultados de uma investigaci&#243;n bibliogr&#225;fica que busc&#243; establecer la conexi&#243;n interdisciplinar entre el campo de la geograf&#237;a, en el que se establecen estudios territoriales, y el campo de la educaci&#243;n social. El objetivo de estas discusiones es proponer reflexiones sobre el territorio y la educaci&#243;n Social y sus contribuciones a las pr&#225;cticas curriculares en espacios no escolares. Desde la perspectiva de las teor&#237;as cr&#237;ticas que niegan la neutralidad del curr&#237;culo, tratamos de explicar los v&#237;nculos que se establecen entre el conocimiento, las relaciones (sociales y de poder) y la conciencia, teniendo en cuenta la espacialidad como constitutiva de estas relaciones. En las experiencias educativas que est&#225;n en los espacios no escolares (y escolares), los sujetos son los actores centrales para la construcci&#243;n del curr&#237;culo, como los portadores en las pr&#225;cticas educativas de territorial vivido. Las conclusiones del estudio apuntan a la importancia de considerar el territorio como un constituyente de los sujetos, y por lo tanto, como un constituyente de las pr&#225;cticas y elementos educativos a considerar en el campo de la investigaci&#243;n en educaci&#243;n, especialmente en la educaci&#243;n social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Social]]></kwd>
<kwd lng="pt"><![CDATA[Território]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Social Education]]></kwd>
<kwd lng="en"><![CDATA[Territory]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación Social]]></kwd>
<kwd lng="es"><![CDATA[Territorio]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHARLOT]]></surname>
<given-names><![CDATA[Bernard]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A pesquisa educacional entre conhecimentos, políticas e práticas.]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>11</volume>
<numero>31</numero>
<issue>31</issue>
<page-range>7-18</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHARLOT]]></surname>
<given-names><![CDATA[Bernard]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A pesquisa educacional entre conhecimentos, políticas e práticas.]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>11</volume>
<numero>31</numero>
<issue>31</issue>
<page-range>7-18</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAQUET]]></surname>
<given-names><![CDATA[Marco Aurélio]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[As diferentes abordagens do território e apreensão do movimento e da (i) materialidade.]]></article-title>
<source><![CDATA[Geosul]]></source>
<year></year>
<volume>22</volume>
<numero>43</numero>
<issue>43</issue>
<page-range>55-76</page-range><publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[THIESEN]]></surname>
<given-names><![CDATA[Juares da Silva]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>13</volume>
<numero>39</numero>
<issue>39</issue>
<page-range>545-53</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
