<?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>S1809-38762016000401213</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i4p1213</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os currículos praticados pensados de uma escola da rede pública municipal de Angra Dos Reis/RJ: em busca da justiça cognitiva e da tessitura da emancipação social]]></article-title>
<article-title xml:lang="en"><![CDATA[The curriculum practiced thoughted from a public school of Angra dos Reis: in search of cognitive justice and the construction of a social emancipation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lacerda]]></surname>
<given-names><![CDATA[Eliane Fernandes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Inês Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<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>1213</fpage>
<lpage>1235</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000401213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000401213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000401213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo origina-se de uma disserta&#231;&#227;o de Mestrado em Educa&#231;&#227;o cuja pesquisa de campo foi realizada em uma escola da rede p&#250;blica municipal de Angra dos Reis/RJ. Tem por objetivo compreender os curr&#237;culos que s&#227;o tecidos cotidianamente pelas professoras e professores e seu poss&#237;vel potencial emancipat&#243;rio, apesar do processo crescente de desqualifica&#231;&#227;o da escola p&#250;blica, de seus profissionais e a&#231;&#245;es. Desenvolve-se a partir de uma postura te&#243;rico-pol&#237;tico-epistemol&#243;gico-metodol&#243;gica das pesquisas nos/dos/com os cotidianos, por meio de um mergulho com todos os sentidos oportunizando as observa&#231;&#245;es e as conversas, que originaram as narrativas contadas/vividas. Defende a ideia que os praticantes pensantes tecem os curr&#237;culos praticados pensados, nos quais podem estar inscritas pr&#225;ticas com potencial emancipat&#243;rio, pautadas na busca pela justi&#231;a cognitiva. Parte do pressuposto de que as pr&#225;ticas cotidianas tecem conhecimentos m&#250;ltiplos, v&#225;lidos e que precisam ser reconhecidos, pois n&#227;o se resumem aos que a cultura hegem&#244;nica ocidental moderna apresenta como leg&#237;timos, os saberes formais. Pretende contribuir para a desinvisibiliza&#231;&#227;o e compreens&#227;o desses curr&#237;culos, podendo favorecer a democratiza&#231;&#227;o das escolas e da sociedade, contribuindo com a tessitura da emancipa&#231;&#227;o social. Conclu&#237;mos que a ideia da imposi&#231;&#227;o de um curr&#237;culo &#250;nico &#233; uma ilus&#227;o autorit&#225;ria das esferas oficiais e tamb&#233;m reconhecemos um relevante potencial emancipat&#243;rio nas pr&#225;ticas pedag&#243;gicas pesquisadas, na medida em que promovem o di&#225;logo horizontal entre os saberes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper comes from a dissertation of Master of Education whose field research was carried out in a municipal public school of Angra dos Reis/RJ. It aims to understand the resumes that are routinely tissues by the teachers and professors and their possible emancipatory potential, despite the growing process of disqualification from public school, their professional and actions. It develops from a theoretical-political-epistemological and methodological approach of research in/from/with school in daily life, through a dip in every way providing opportunities for observations and conversations, which originated the stories told/lived. It supports the idea that practitioners thinkers weave the practiced-thinks curriculum, which may be registered practices with emancipatory potential, guided by the search for cognitive justice. It assumes that the daily practices weave multiple knowledge, valid and need to be recognized, it does not boil down to the modern western hegemonic culture presents as legitimate, formal knowledge. It aims to contribute to make visible and understanding of these curricula, may favor the democratization of schools and society, contributing to the fabric of social emancipation. We conclude that the idea of imposing a single curriculum is an authoritarian illusion of the official spheres, and we also recognize a relevant emancipatory potential in the pedagogical practices researched, insofar as they promote horizontal dialogue among the knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cotidiano Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Currículos Pensados Praticados]]></kwd>
<kwd lng="pt"><![CDATA[Justiça Cognitiva]]></kwd>
<kwd lng="en"><![CDATA[School in Daily Life]]></kwd>
<kwd lng="en"><![CDATA[Praticed-Thinks Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Cognitive Justice]]></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[MACEDO]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<name>
<surname><![CDATA[SUSSEKIND]]></surname>
<given-names><![CDATA[Maria Luiza]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Debates em torno da ideia de bases curriculares nacionais.]]></article-title>
<source><![CDATA[Revista e-Curriculum]]></source>
<year></year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1460-2063</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
