<?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>S1809-38762017000200481</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i2p481-503</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A base nacional comum curricular e a produ&#231;&#227;o biopol&#237;tica da educa&#231;&#227;o como forma&#231;&#227;o de &#8220;capital humano&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[The curriculum common national basis and the biopolitical productionof education as &#8220;human capital&#8221; formation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Janete Magalhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Sandra Kretli da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delboni]]></surname>
<given-names><![CDATA[Tânia Mara Zanotti Guerra Frizzera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Espírito Santo Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo Departamento de Teorias de Ensino e Práticas Educacionais ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo Departamento de Teorias de Ensino e Práticas Educacionais ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>481</fpage>
<lpage>503</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000200481&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000200481&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000200481&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Este artigo debate a Base Nacional Comum Curricular (BNCC) tomando, como ponto de partida, os enunciados discursivos expressos no site oficial do Movimento pela Base Nacional Comum Curricular. Trata-se, portanto, de uma pesquisa bibliogr&#225;fico-documental. Problematiza como a BNCC, ao apresentar um conjunto padr&#227;o de conhecimentos e habilidades essenciais que cada estudante brasileiro deve aprender a cada etapa da Educa&#231;&#227;o B&#225;sica, se afirma como um dispositivo de poder que busca controlar e/ou regular a vida, no sentido de estabelecer quais conhecimentos e habilidades s&#227;o essenciais, em termos de compet&#234;ncias individuais, para fundamentar as avalia&#231;&#245;es em larga escala, os processos de aprendizagem recognitivos, a forma&#231;&#227;o do homo economicus neoliberal, ignorando os m&#250;ltiplos contextos escolares n&#227;o defin&#237;veis a priori. Conclui sobre a necessidade de buscar, no &#226;mago da petrifica&#231;&#227;o da vida, a sua afirma&#231;&#227;o, via um movimento de composi&#231;&#227;o no plano de iman&#234;ncia do curr&#237;culo que se contraponha ao biopoder, quer dizer, ao poder sobre a vida, pois a biopot&#234;ncia conecta-se ao desejo coletivo de conex&#227;o com os m&#250;ltiplos contextos e cotidianos escolares, assim como com a ideia de curr&#237;culo como corpo grupal que apresente consist&#234;ncia num plano de composi&#231;&#227;o de um comum plural. Nesse sentido, a comunidade escolar necessita minimizar os fatores que induzem &#224; passividade ou &#224; pot&#234;ncia m&#237;nima grupal e estabelecer conex&#245;es e/ou modos de associa&#231;&#227;o que possibilitem, na grupalidade, o compartilhamento de ideias e experi&#234;ncias, agenciando a pot&#234;ncia m&#225;xima de realiza&#231;&#227;o curricular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  The article discusses the Curriculum Common National Basis (BNCC) taking, as a starting point, the discursive statements expressed on the official website of the Movement for Curriculum Common National Basis. It is, therefore, a documentary bibliographical research approach. Problematize how BNCC, to provide a standard set of knowledge and essential skills that every Brazilian student must learn in every stage of Basic Education, it is stated as a power device that seeks to control and/or regulate life in order to establish which knowledge and skills are essential in terms of individual competencies, to support large-scale assessments, the recognitives learning processes, the formation of neoliberal homo economicus, ignoring multiple school context not settable a priori. Concludes on the need to seek, at the heart of the petrification of life, its affirmation, through a movement of composition in the plane of immanence of the curriculum that is opposed to biopower, that is to say, to power overlife, since biopotency connects to the collective desire with the multiple contexts and everyday school life, as well as, with the idea of curriculum as a group body that presents consistency in a composition plan of a common plural. In this sense, the school community needs to minimize the factors that induce passivity or minimal group potency and establish connections and/or modes of association that allow, in the grouping, the sharing of ideas and experiences by assemblage of the maximum potency of curricular achievement.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Biopolítica]]></kwd>
<kwd lng="pt"><![CDATA[Capital Humano]]></kwd>
<kwd lng="pt"><![CDATA[Rostidade]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Policies]]></kwd>
<kwd lng="en"><![CDATA[Biopolitical]]></kwd>
<kwd lng="en"><![CDATA[Human Capital]]></kwd>
<kwd lng="en"><![CDATA[Faciality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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