<?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>S1809-38762016000401236</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i4p1236</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sobre base e bases curriculares, nacionais, comuns: de que currículo estamos falando?]]></article-title>
<article-title xml:lang="en"><![CDATA[About base and common, national, curricular bases: about which curriculum are we talking?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Kátia Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Janini de Paula da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Caruaru PE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Caruaru PE]]></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>1236</fpage>
<lpage>1257</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000401236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000401236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000401236&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A partir de um enfoque p&#243;s-estruturalista, nosso artigo pretende discutir as articula&#231;&#245;es pol&#237;ticas que se formam em torno do significante curr&#237;culo e em como essas articula&#231;&#245;es influenciam o projeto de uma base nacional comum curricular, transformando esse campo do espa&#231;o social num terreno de constante disputa em torno do que &#233; adequado ou n&#227;o para ser ensinado. Nosso pensamento se desenvolve em torno da argumenta&#231;&#227;o de que um curr&#237;culo que se prenda a uma base, um padr&#227;o e busque construir um fundamento &#250;nico, tende a ignorar saberes outros presentes nas experi&#234;ncias dos sujeitos sociais, de sua cultura e hist&#243;ria. Para tanto, nos debru&#231;amos nos escritos de Lopes e Macedo (2011) entre outros, sobre pol&#237;ticas curriculares, curr&#237;culo. Por fim, tomamos por refer&#234;ncia os estudos que permeiam a Teoria do Discurso. Assim, tentamos trazer &#224; baila discuss&#245;es como: vincular um curr&#237;culo com base fixa &#224; qualidade da educa&#231;&#227;o ou &#224; solu&#231;&#227;o de problemas educacionais &#233; admitir que essa base fixa sustenta decis&#245;es sobre os saberes e atividades de ensino que devem ser direcionados a todos, como se todos fossem iguais e o conhecimento fosse um objeto a ser distribu&#237;do.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT With a post-structuralist focus, our paper intends to discuss about the political articulations that are formed around the significant curriculum, and how these articulations influence the project of a national curricular common base, transforming this field of social space into a territory of constant dispute over what is adequate or not to be taught. Our thinking develops around the argument that a curriculum that binds itself to a base - an established standard -, and attempts to build only one foundation, tends to ignore other knowledges present in the experiences of individuals, of their culture and history. Therefore, we go through the writings of Lopes and Macedo (2011), and others about curricular policies, curriculum At last, we use as reference the studies that permeate Discourse Theory. Therefore, we attempt to bring into consideration discussions such as: to attach a fixed base curriculum to the quality of education or to the solution of educational problems is to admit that this fixed base sustains decisions about knowledges and teaching activities that must be directed to all, as if all were equal, and the knowledge were an object to be distributed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Politica Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Terreno de Disputa]]></kwd>
<kwd lng="pt"><![CDATA[Teoria do Discurso]]></kwd>
<kwd lng="en"><![CDATA[Curricular Policy]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Territory of Dispute]]></kwd>
<kwd lng="en"><![CDATA[Discourse Theory]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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