<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762016000401193</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i4p1193</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A construção do currículo escolar e o protagonismo docente e discente]]></article-title>
<article-title xml:lang="en"><![CDATA[The construction of school curriculum and the protagonism of teachers and students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tura]]></surname>
<given-names><![CDATA[Maria de Lourdes Rangel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>14</volume>
<numero>4</numero>
<fpage>1193</fpage>
<lpage>1212</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000401193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000401193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000401193&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Nesse texto se objetiva analisar, a partir de dados colhidos em uma pesquisa de cunho etnogr&#225;fico, a constru&#231;&#227;o do curr&#237;culo escolar em uma escola p&#250;blica de Ensino Fundamental do munic&#237;pio do Rio de Janeiro. &#201; importante distinguir nesse contexto as aceleradas mudan&#231;as s&#243;cio-pol&#237;ticas e tecnol&#243;gicas do tempo em que vivemos e seu impacto no campo da educa&#231;&#227;o escolar, o que tem propiciado a prolifera&#231;&#227;o de pol&#237;ticas curriculares e de novos padr&#245;es de avalia&#231;&#227;o externa do desempenho escolar. Est&#227;o em foco as m&#250;ltiplas identidades e culturas docentes e discentes que no interior da escola iam ressignificando, recontextualizando as propostas curriculares que se apresentam fortemente ligadas aos processos de avalia&#231;&#227;o externa. O estudo apoiou-se nos conceitos de recontextualiza&#231;&#227;o por hibridismo, como formulado por Alice Casimiro Lopes, e de performatividade, na concep&#231;&#227;o de Stephen Ball e Gert Biesta. Destaca-se o protagonismo docente e discente em confronto com os novos regulamentos, propostas pedag&#243;gicas e a busca da Secretaria de Educa&#231;&#227;o de alcan&#231;ar bons padr&#245;es de desempenho dos alunos e alunas da rede de ensino do munic&#237;pio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text aims to analyze, from data collected in an ethnographic research, the construction of the curriculum in a public elementary school in Rio de Janeiro city. In this context, it's important to distinguish the accelerated socio-political and technological changes of the time we live in and their impact in the field of education, which has led to the proliferation of curriculum policies and new standards for external evaluation of school performance. They are in focus the multiple identities and cultures that teachers and students in the school were resignifying and recontextualizing curricular proposals that are strongly linked to external evaluation processes. The study was based on the concepts of recontextualisation by hybridism, as formulated by Alice Casimiro Lopes, and performativity, discussed by Stephen Ball and Gert Biesta. Noteworthy is the teacher and student protagonism facing the new regulations, pedagogical proposals and the pursuit of the Department of Education to achieve good student performance standards of the school network.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Externa do Desempenho Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Construção do Currículo]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Policies]]></kwd>
<kwd lng="en"><![CDATA[External Evaluation of Educational Achievemen]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Construction]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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