<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022014000401109</article-id>
<article-id pub-id-type="doi">10.1590/s1517-97022014400400201</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Michael Young e o campo do currículo: da ênfase no "conhecimento dos poderosos" à defesa do "conhecimento poderoso"]]></article-title>
<article-title xml:lang="en"><![CDATA[Michael Young and the curriculum field: from the emphasis on the "knowledge of the powerful" to the defense of "powerful knowledge"]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galian]]></surname>
<given-names><![CDATA[Cláudia Valentina Assumpção]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Louzano]]></surname>
<given-names><![CDATA[Paula Baptista Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>40</volume>
<numero>4</numero>
<fpage>1109</fpage>
<lpage>1124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022014000401109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022014000401109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022014000401109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Em novembro de 2013, Michael Young, professor em&#233;rito do Instituto de Educa&#231;&#227;o da Universidade de Londres, esteve na Faculdade de Educa&#231;&#227;o da Universidade de S&#227;o Paulo, participando como palestrante, ao lado do Professor Ant&#244;nio Fl&#225;vio Barbosa Moreira, da Universidade Cat&#243;lica de Petr&#243;polis, do II Semin&#225;rio FEUSP sobre Curr&#237;culo - Escola e Sociedade do Conhecimento: aportes para a discuss&#227;o dos processos de constru&#231;&#227;o, sele&#231;&#227;o e organiza&#231;&#227;o do curr&#237;culo. Na ocasi&#227;o, exp&#244;s sua perspectiva atual sobre o debate te&#243;rico em torno do curr&#237;culo, afirmando a falta de uma s&#243;lida teoria do conhecimento que oriente as discuss&#245;es acerca das escolhas curriculares. Identificou uma recusa dos te&#243;ricos do curr&#237;culo em enfrentar o que considera a fun&#231;&#227;o espec&#237;fica da educa&#231;&#227;o: a promo&#231;&#227;o do desenvolvimento intelectual dos estudantes, com base no que define como conhecimento poderoso, intimamente ligado &#224;s &#225;reas do conhecimento, nas universidades, e &#224;s disciplinas escolares. A reflex&#227;o central para esses te&#243;ricos, segundo Young, deveria se concentrar na pergunta: o que deve ser ensinado &#224;s crian&#231;as e jovens na escola? Vale destacar que sua posi&#231;&#227;o atual contrasta, em diversos pontos, com a perspectiva que marcou o movimento da Nova Sociologia da Educa&#231;&#227;o, na Inglaterra, no in&#237;cio da d&#233;cada de 1970, e que foi apresentada no livro Knowledge and Control: New Directions for the Sociology of Education, editado por ele e considerado um marco do referido movimento. A entrevista a seguir pretende trazer elementos para a compreens&#227;o dessa transforma&#231;&#227;o na an&#225;lise, empreendida por Michael Young, das quest&#245;es referentes ao curr&#237;culo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[On November 2013, Michael Young, the emeritus professor of the Institute of Education, University of London, visited Faculdade de Educa&#231;&#227;o, Universidade de S&#227;o Paulo. He and Ant&#244;nio Fl&#225;vio Barbosa Moreira, professor at Universidade Cat&#243;lica de Petr&#243;polis were the keynote speakers of II Seminar of Faculdade de Educa&#231;&#227;o on Curriculum - School and society of knowledge: processes of curriculum construction, selection and organization. In that occasion, Young presented his current perspective on the theoretical debate on curriculum, stating that we lack a consistent theory of knowledge to guide the discussion on curriculum choices. He argues that curriculum theorists refuse to tackle what he considers the specific function of education: to promote the intellectual development of students, based on powerful knowledge, which is closely linked to knowledge areas, in the universities, and to school disciplines. According to Young, curriculum theorists' reflection should focus on the question: what must be taught to children and youth at school? His current position is dramatically different from the one which marked the movement of the New Sociology of Education in the seventies in England, and which was presented in Knowledge and Control: New Directions for the Sociology of Education, a book edited by him and considered a milestone of that movement. This interview brings to light some elements which help understand the transformation of Michael Young's analysis of curriculum matters.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Poderoso]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Disciplinas]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Powerful Knowledge]]></kwd>
<kwd lng="en"><![CDATA[School Knowledge;School Disciplines]]></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[YOUNG]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Para que servem as escolas?]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year></year>
<volume>28</volume>
<numero>101</numero>
<issue>101</issue>
<page-range>1287-302</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YOUNG]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Why educators must differentiate knowledge from experience?]]></article-title>
<source><![CDATA[Journal of the Pacific Circle Consortium for Education]]></source>
<year></year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>9-20</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YOUNG]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[O Futuro da educação em uma sociedade de conhecimento: o argumento radical em defesa de um currículo centrado em disciplinas.]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>16</volume>
<numero>48</numero>
<issue>48</issue>
<page-range>609-23</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
