<?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>S1517-97022021000100302</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202147002002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre reformas curriculares e práticas pedagógicas: Ursula Hoadley e a &#8220;pedagogia na pobreza&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[Between curricula reforms and pedagogical practices: Ursula Hoadley and the &#8220;pedagogy in poverty&#8221;]]></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"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Maurício Braz de]]></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>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,aff2  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022021000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022021000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022021000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nesta entrevista, Ursula Hoadley, docente e pesquisadora da Universidade da Cidade do Cabo, África do Sul, discute algumas das ideias que desenvolve em seu livro Pedagogia na pobreza: lições de vinte anos de reformas curriculares na África do Sul, bem como salienta a potência explicativa da teoria de Basil Bernstein, sua principal referência nesta e em outras investigações no contexto sul-africano. A entrevistada comenta seus principais achados nessa pesquisa, que possibilitou descrever e analisar práticas docentes desenvolvidas por professoras dos anos iniciais do Ensino Fundamental, frente a um movimento de vinte anos de reformas curriculares, no contexto anterior e posterior ao apartheid. Suas reflexões não perdem de vista as especificidades de seu país, mas situam as reformas curriculares estudadas no cenário mais amplo de mudanças em países em desenvolvimento, o que as torna especialmente interessantes para os debates sobre o currículo da educação básica no Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this interview, Ursula Hoadley, a professor and researcher at the University of Cape Town, South Africa, discusses some of the ideas present in her book Pedagogy in Poverty: lessons from twenty years of curriculum reform in South Africa. The author highlights the explanatory power of Basil Bernstein&#8217;s theoretical framework, her main reference both in this and other investigations in the South-African context. The interviewee comments on her main findings in this research, which allowed her to describe and analyze teaching practices developed in the primary years of Elementary School &#8211; comprising a twenty-year period with intense curriculum reforms, in the context before and after the apartheid. While bearing the specificities of her country in mind, her considerations locate the aforementioned reforms in the wider context of developing countries &#8211; thereby becoming especially relevant to the debates about school curriculum in Brazil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Reformas curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Práticas docentes]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="en"><![CDATA[Curricula reforms]]></kwd>
<kwd lng="en"><![CDATA[Teaching practices]]></kwd>
<kwd lng="en"><![CDATA[School education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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