<?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>S1517-97022019000100555</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201945193081</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudo comparado: fundamentos teóricos e ferramentas de investigação]]></article-title>
<article-title xml:lang="en"><![CDATA[Comparative study: theoretical foundations and research tools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Fabiany de Cássia Tavares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022019000100555&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022019000100555&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022019000100555&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto expõe os fundamentos teóricos e as ferramentas de investigação de um programa de pesquisas que toma, como objeto e fontes de estudos, documentos curriculares (reconhecidos como currículo prescrito) produzidos para os espaços da educação básica, nas etapas da educação infantil, ensino fundamental e na modalidade de educação especial. Os fundamentos teóricos e as ferramentas de investigação não se constituem em uma simples apresentação, mas no reconhecimento de seus papéis estratégicos na retomada das discussões metodológicas sobre a comparação no desenvolvimento de pesquisas em educação, bem como no registro dos resultados em uma escrita mais rigorosa e menos híbrida, no campo dos estudos de currículos prescritos. Entendemos dar forma a uma versão da comparação fortemente deslocada para um plano teórico e metodológico, nominada estudo comparado. Tal plano inscreve-se em uma perspectiva local, isto é, determinada por uma localização geográfica reconhecida pelos estados e municípios, na investigação dos processos educativos e dos sentidos dos fenômenos curriculares nesses processos. Utilizamos a noção de versão por recorrermos ao cruzamento da educação comparada, da história comparada da educação e das ciências sociais comparadas. Em conclusão, o estudo comparado sobre documentos curriculares explicita processos de relativização cultural e ideológica no campo dos estudos curriculares, promotores de novas formas de escrita de outra história sobre/da prescrição.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text exposes the theoretical foundations and the research tools of a research program that takes, as an object and sources of studies, curriculum documents (recognized as prescribed curriculum) produced for the spaces of basic education, in the stages of early childhood education, elementary school and in the special education modality. The theoretical foundations and the research tools do not constitute themselves in a simple presentation, but in the recognition of their strategic roles in the resumption of the methodological discussions about the &#8220;comparison&#8221; in the research development in education, as well as in the results record in a more rigorous and less hybrid writing, in the field of the studies of prescribed curricula. We comprehend to form a comparison version highly shifted to a theoretical and methodological plane, named comparative study. Such a plane is part in a local perspective, that is to say, determined by a geographical location recognized by the states and municipalities, in the investigation of the educational processes and of the meanings of the curricular phenomena in these processes. We use the notion of version by resorting to the intersection of comparative education, comparative history of education, and comparative social sciences. In conclusion, the comparative study on curriculum documents clarifies processes of cultural and ideological relativization in the field of curricular studies, promoting new forms of writing of another history about / of the prescription.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudo Comparado]]></kwd>
<kwd lng="pt"><![CDATA[Programa de Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Documentos Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Comparative study]]></kwd>
<kwd lng="en"><![CDATA[Research program]]></kwd>
<kwd lng="en"><![CDATA[Curriculum documents]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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