<?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>S1517-97022025000100839</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202551284843en</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teachers and students in the City Curriculum: models designed for a Municipal education network]]></article-title>
<article-title xml:lang="pt"><![CDATA[Professores e estudantes no Currículo da Cidade: modelos projetados para uma rede municipal de ensino,2]]></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[Pietri]]></surname>
<given-names><![CDATA[Émerson de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Milani]]></surname>
<given-names><![CDATA[Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022025000100839&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022025000100839&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022025000100839&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article results from research on the pedagogical choices of teachers who develop the curriculum for the initial years of the municipal education network of São Paulo in facing the challenges arising from the pandemic and the implementation of the City Curriculum. This document&#8217;s introductory text is addressed by selecting excerpts that express educational principles assumed for this education network, contributing to the design of teacher and student models, notably their assigned roles and the planned type of interaction to be established between these subjects. A document analysis obtained excerpts related to the Pedagogical Discourse, both as to Instructional Discourse and Regulatory Discourse, which were classified into subcategories: Teacher-Teaching, Student-Learning, and Interactions. According to the results, although teachers claim to have a leading role in the curriculum, their role is restricted to the search for methodologies that are reduced to the learning of established curricular contents. As for students, although their ways of learning should be respected and valued, and despite claims that the curricula are plural, their prior knowledge about the world is not considered part of the educational experience: by specifying what they should learn, the City Curriculum refers only to its own defined curricular contents, disregarding knowledge and cultures specific to contexts and territories in which the educational process develops. In summary, the teacher and student models designed in the analyzed document are restricted to the limits of the established curricular definitions, without their recognition as knowledge producers in pedagogical interactions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo resulta de uma investigação sobre as escolhas docentes realizadas por professores que desenvolvem o currículo nos anos iniciais da rede municipal de ensino de São Paulo, frente aos desafios decorrentes da pandemia e da implementação do Currículo da Cidade. Focaliza-se o texto introdutório desse documento, operando uma seleção de excertos que expressam princípios assumidos para a educação nessa rede de ensino, contribuindo para delinear modelos de professores e estudantes, notadamente os papéis que lhes são atribuídos e o tipo de interação projetada para ser estabelecida entre esses sujeitos. Em processo de análise documental, foram extraídos excertos relacionados ao Discurso Pedagógico, tanto no que tange ao Discurso Instrucional quanto ao Discurso Regulador, os quais foram reunidos nas subcategorias Professor-Ensino, Estudante-Aprendizagem e Interações. Os resultados mostram que, no que concerne ao professor, ainda que afirme ser ele protagonista do currículo, observa-se a restrição do seu papel à busca por metodologias que reduzem a aprendizagem dos conteúdos curriculares nele estabelecidos. Em relação aos estudantes, embora se defenda o respeito e a valorização de suas formas de aprender, e se afirme que os currículos são plurais, não se considera como parte da experiência formativa o que já sabem sobre o mundo: ao especificar o que devem aprender, o Currículo da Cidade remete apenas aos conteúdos curriculares por ele definidos, desconsiderando os saberes e as culturas próprias aos contextos e territórios em que se desenvolve o processo educativo. Em síntese, os modelos de professores e estudantes projetados no documento analisado restringem-se aos limites das definições curriculares estabelecidas, não os reconhecendo como produtores de conhecimentos nas interações pedagógicas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Sociology of education]]></kwd>
<kwd lng="en"><![CDATA[Bernstein.]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia da educação]]></kwd>
<kwd lng="pt"><![CDATA[Bernstein.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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