<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782024000100271</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782024290114</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículos outros para a formação docente: discutindo princípios decoloniais e interculturais]]></article-title>
<article-title xml:lang="en"><![CDATA[Other curricula for teacher education: discussing decolonial and intercultural principles]]></article-title>
<article-title xml:lang="es"><![CDATA[Otros planes de estudios para la formación del profesorado: debate sobre principios decoloniales e interculturales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mariano]]></surname>
<given-names><![CDATA[André Luiz Sena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alfenas  ]]></institution>
<addr-line><![CDATA[Alfenas MG]]></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>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782024000100271&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782024000100271&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782024000100271&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este ensaio problematiza as possibilidades de pensar o currículo da formação docente, tanto em sua dimensão prescrita quanto prática, com base na perspectiva decolonial. Explana acerca do giro decolonial, sua proposta de decolonização epistêmica apoiada em categorias, como, por exemplo, o pensamento fronteiriço, da transmodernidade e o diálogo intercultural; advoga as possibilidades de reconhecer as múltiplas interpenetrações das dimensões curriculares para pensar os processos de formação inicial docente, tensionando as maneiras como a vida pulsante no cotidiano das salas de aula de educação superior é capaz de apresentar situações de frestas, de fronteiras, com potencial de causar fissuras nas práticas pedagógicas. Intenta mostrar como as políticas curriculares funcionam como dispositivos reguladores capazes de ensejar problematizações no âmbito das disciplinas que deslocam a linearidade e a hegemonia das disputas epistemológicas em torno dos conteúdos considerados válidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This essay problematizes of possibilities of thinking about the curriculum of teacher education, both in its prescribed and practical dimensions, from the decolonial perspective. It explains about the decolonial turn, its proposal for epistemic decolonization based on categories such as border thinking, transmodernity and intercultural dialogue; it advocates the possbilities of recognizing the multiple interpenetrations of curricular dimensions to think about the processes of inicial teacher training, questioning the ways in which the pulsating life in the daily routine of higher education classrooms is able to present situtations on gaps, borders, with the potential to cause cracks in pedagogical practices. It intends to show how the curricular policies work as regulatory devices capable of giving rise to problematizions within the disciplines that displace the linearity and hegemony of epistemological disputes around the contents considered valid.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este trabajo se discuten las posibilidades de pensar el currículo de formación docente, tanto en su dimensión prescriptiva como práctica, desde una perspectiva decolonial. Discute el giro decolonial, su propuesta de descolonización epistémica a partir de categorías como, por ejemplo, el pensamiento fronterizo, la transmodernidad y el diálogo intercultural; aboga por las posibilidades de reconocer las múltiples interpenetraciones de las dimensiones curriculares para pensar los procesos de formación inicial docente, cuestionando los modos en que la vida palpitante en la cotidianeidad de las aulas de educación superior es capaz de presentar situaciones de brechas, fronteras, con potencial para provocar fisuras en las prácticas pedagógicas. Pretende mostrar cómo las políticas curriculares funcionan como dispositivos reguladores capaces de dar lugar a problematizaciones dentro de las disciplinas que desplazan la linealidad y la hegemonía de las disputas epistemológicas en torno a los contenidos considerados válidos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[Transmodernidade]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo Intercultural]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Decoloniality]]></kwd>
<kwd lng="en"><![CDATA[Transmodernity]]></kwd>
<kwd lng="en"><![CDATA[Intercultural Dialogue]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Decolonialidad]]></kwd>
<kwd lng="es"><![CDATA[Transmodernidad]]></kwd>
<kwd lng="es"><![CDATA[Diálogo Intercultural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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