<?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[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>S1809-38762017000400015</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i4p1234-1266</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação humanizadora: escola na visão cristã católica e a concepção das teorias curriculares críticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Humanizing education: scholl in christian catholic vision and the conception about critical curricular theories]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación humanizadora: escuela en la visión cristiana católica y la concepción de las teorías curriculares críticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Novais]]></surname>
<given-names><![CDATA[Luis Eduardo Duarte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silveira]]></surname>
<given-names><![CDATA[Nadia Dumara Ruiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Católica Querigma  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Departamento de Fundamentos da Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>4</numero>
<fpage>1234</fpage>
<lpage>1266</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000400015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000400015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000400015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Este artigo, resultado de uma investiga&#231;&#227;o de car&#225;ter qualitativo e explorat&#243;rio, inscreve-se no contexto das reflex&#245;es pedag&#243;gicas que problematizam o significado atribu&#237;do &#224; educa&#231;&#227;o escolar na contemporaneidade, tendo em vista a crise de sentido da escola. Distinguindo-se do entendimento que limita a educa&#231;&#227;o escolar a considera&#231;&#245;es de natureza estritamente tecnicista e pragm&#225;tica, documentos eclesiais que tratam da vis&#227;o crist&#227; cat&#243;lica de educa&#231;&#227;o postulam que a escola deve promover a dimens&#227;o transcendental e a alteridade de seus alunos, na sua integralidade e multiculturalidade, como forma de consolidar o sentido humanizador da educa&#231;&#227;o, possibilitando o desenvolvimento da responsabilidade pessoal e social dos educandos, respaldada em princ&#237;pios &#233;ticos. Esses documentos, produzidos pela Igreja Cat&#243;lica em diferentes momentos hist&#243;ricos, integraram os debates em torno da realidade educacional. Este estudo tem por objetivo analisar as concep&#231;&#245;es sobre o papel da escola, reunidas em documentos elaborados pelo &#243;rg&#227;o eclesial respons&#225;vel pela educa&#231;&#227;o cat&#243;lica ap&#243;s a celebra&#231;&#227;o do Conc&#237;lio Ecum&#234;nico Vaticano II e suas rela&#231;&#245;es com teorias cr&#237;ticas de curr&#237;culo, por meio de pesquisa bibliogr&#225;fica e an&#225;lise documental de textos que abordam a tem&#225;tica indicada e que permitem o estudo comparativo proposto. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  This article, result of an investigation of qualitative and exploratory feature, is included in the context of the pedagogics reflections that problematizes the mean attributed to school education in contemporaneity, in view of the crisis of school sense. It distinguishing to the understanding that limits the school education to considerations of a strictly technical and pragmatic nature, ecclesial documents that treat about Christian Catholic education vision postulate that the school must promote the transcendental dimension and the otherness of your students, in your integrality e multiculturalism, as a way of consolidating the humanizing education sense, enabling the development of personal and social responsibility of students, supported in ethic principles. These documents make for Catholic Church in different historical moments integrate the debates about the educational reality. This study aims to analyze conceptions about school function, reunited in documents elaborated by ecclesial agency responsible for Catholic Education after the celebration of the Second Vatican Council and their relationships with the critic curriculum theories, by means of the bibliographic research and texts documentary analysis that address the indicated subject and that allow the proposed comparative study. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Este art&#237;culo, resultado de una investigaci&#243;n de car&#225;cter cualitativo y exploratorio, se inscribe en el contexto de las reflexiones pedag&#243;gicas que problematizan el significado atribuido a la educaci&#243;n escolar en la contemporaneidad, teniendo en vista la crisis de sentido de la escuela. Distinguiendo del entendimiento que limita la educaci&#243;n escolar a consideraciones de naturaleza estrictamente tecnicista y pragm&#225;tica, documentos eclesiales que tratan de la visi&#243;n cristiana cat&#243;lica de educaci&#243;n postulan que la escuela debe promover la dimensi&#243;n trascendental y la alteridad de sus alumnos, en su integralidad y multiculturalidad , como forma de consolidar el sentido humanizador de la educaci&#243;n, posibilitando el desarrollo de la responsabilidad personal y social de los educandos, respaldada en principios &#233;ticos. Estos documentos, producidos por la Iglesia Cat&#243;lica en diferentes momentos hist&#243;ricos, integraron los debates en torno a la realidad educativa. Este estudio tiene por objetivo analizar las concepciones sobre el papel de la escuela, reunidas en documentos elaborados por el &#243;rgano eclesial responsable de la educaci&#243;n cat&#243;lica tras la celebraci&#243;n del Concilio Ecum&#233;nico Vaticano II y sus relaciones con teor&#237;as cr&#237;ticas de curr&#237;culo, por medio de investigaci&#243;n bibliogr&#225;fica y an&#225;lisis documental de textos que abordan la tem&#225;tica indicada y que permiten el estudio comparativo propuesto. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Humanizadora]]></kwd>
<kwd lng="pt"><![CDATA[Escola e Multiculturalismo]]></kwd>
<kwd lng="pt"><![CDATA[Formação Integral]]></kwd>
<kwd lng="pt"><![CDATA[Visão Cristã Católica de Educação]]></kwd>
<kwd lng="pt"><![CDATA[Teorias Críticas de Currículo.]]></kwd>
<kwd lng="en"><![CDATA[Humanizing Education]]></kwd>
<kwd lng="en"><![CDATA[School and Multiculturalism]]></kwd>
<kwd lng="en"><![CDATA[Integral Training]]></kwd>
<kwd lng="en"><![CDATA[Christian Catholic Education Vision]]></kwd>
<kwd lng="en"><![CDATA[Critical Curriculum Theories]]></kwd>
<kwd lng="es"><![CDATA[Educación Humanizadora]]></kwd>
<kwd lng="es"><![CDATA[Escuela y Multiculturalismo]]></kwd>
<kwd lng="es"><![CDATA[Formación Integral]]></kwd>
<kwd lng="es"><![CDATA[Visión Cristiana Católica de Educación]]></kwd>
<kwd lng="es"><![CDATA[Teorías Críticas de Currículo]]></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[BARROSO]]></surname>
<given-names><![CDATA[Geraldo]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Crise da escola ou na escola? Uma análise da crise de sentido dos sistemas públicos de escolarização obrigatória]]></article-title>
<source><![CDATA[Revista Portuguesa de Educação]]></source>
<year></year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>32-58</page-range><publisher-loc><![CDATA[Braga (Portugal) ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CASALI]]></surname>
<given-names><![CDATA[Alípio Márcio Dias]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Ética e educação: referências críticas]]></article-title>
<source><![CDATA[Revista de Educação PUC-Campinas]]></source>
<year></year>
<numero>22</numero>
<issue>22</issue>
<page-range>75-88</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FORQUIN]]></surname>
<given-names><![CDATA[Jean-Claude]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[O currículo entre o universalismo e o relativismo]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year></year>
<volume>21</volume>
<numero>73</numero>
<issue>73</issue>
<page-range>47-70</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[Neidson]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Educação: da formação humana à construção do sujeito ético]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year></year>
<volume>22</volume>
<numero>76</numero>
<issue>76</issue>
<page-range>232-57</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SEVERINO]]></surname>
<given-names><![CDATA[Antônio Joaquim]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A busca do sentido da formação humana: tarefa da Filosofia da Educação]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year></year>
<volume>32</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>619-34</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
<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[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>S1809-38762017000400015</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i4p1234-1266</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação humanizadora: escola na visão cristã católica e a concepção das teorias curriculares críticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Humanizing education: scholl in christian catholic vision and the conception about critical curricular theories]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación humanizadora: escuela en la visión cristiana católica y la concepción de las teorías curriculares críticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Novais]]></surname>
<given-names><![CDATA[Luis Eduardo Duarte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silveira]]></surname>
<given-names><![CDATA[Nadia Dumara Ruiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Católica Querigma  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Departamento de Fundamentos da Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>4</numero>
<fpage>1234</fpage>
<lpage>1266</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000400015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000400015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000400015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Este artigo, resultado de uma investiga&#231;&#227;o de car&#225;ter qualitativo e explorat&#243;rio, inscreve-se no contexto das reflex&#245;es pedag&#243;gicas que problematizam o significado atribu&#237;do &#224; educa&#231;&#227;o escolar na contemporaneidade, tendo em vista a crise de sentido da escola. Distinguindo-se do entendimento que limita a educa&#231;&#227;o escolar a considera&#231;&#245;es de natureza estritamente tecnicista e pragm&#225;tica, documentos eclesiais que tratam da vis&#227;o crist&#227; cat&#243;lica de educa&#231;&#227;o postulam que a escola deve promover a dimens&#227;o transcendental e a alteridade de seus alunos, na sua integralidade e multiculturalidade, como forma de consolidar o sentido humanizador da educa&#231;&#227;o, possibilitando o desenvolvimento da responsabilidade pessoal e social dos educandos, respaldada em princ&#237;pios &#233;ticos. Esses documentos, produzidos pela Igreja Cat&#243;lica em diferentes momentos hist&#243;ricos, integraram os debates em torno da realidade educacional. Este estudo tem por objetivo analisar as concep&#231;&#245;es sobre o papel da escola, reunidas em documentos elaborados pelo &#243;rg&#227;o eclesial respons&#225;vel pela educa&#231;&#227;o cat&#243;lica ap&#243;s a celebra&#231;&#227;o do Conc&#237;lio Ecum&#234;nico Vaticano II e suas rela&#231;&#245;es com teorias cr&#237;ticas de curr&#237;culo, por meio de pesquisa bibliogr&#225;fica e an&#225;lise documental de textos que abordam a tem&#225;tica indicada e que permitem o estudo comparativo proposto. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  This article, result of an investigation of qualitative and exploratory feature, is included in the context of the pedagogics reflections that problematizes the mean attributed to school education in contemporaneity, in view of the crisis of school sense. It distinguishing to the understanding that limits the school education to considerations of a strictly technical and pragmatic nature, ecclesial documents that treat about Christian Catholic education vision postulate that the school must promote the transcendental dimension and the otherness of your students, in your integrality e multiculturalism, as a way of consolidating the humanizing education sense, enabling the development of personal and social responsibility of students, supported in ethic principles. These documents make for Catholic Church in different historical moments integrate the debates about the educational reality. This study aims to analyze conceptions about school function, reunited in documents elaborated by ecclesial agency responsible for Catholic Education after the celebration of the Second Vatican Council and their relationships with the critic curriculum theories, by means of the bibliographic research and texts documentary analysis that address the indicated subject and that allow the proposed comparative study. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Este art&#237;culo, resultado de una investigaci&#243;n de car&#225;cter cualitativo y exploratorio, se inscribe en el contexto de las reflexiones pedag&#243;gicas que problematizan el significado atribuido a la educaci&#243;n escolar en la contemporaneidad, teniendo en vista la crisis de sentido de la escuela. Distinguiendo del entendimiento que limita la educaci&#243;n escolar a consideraciones de naturaleza estrictamente tecnicista y pragm&#225;tica, documentos eclesiales que tratan de la visi&#243;n cristiana cat&#243;lica de educaci&#243;n postulan que la escuela debe promover la dimensi&#243;n trascendental y la alteridad de sus alumnos, en su integralidad y multiculturalidad , como forma de consolidar el sentido humanizador de la educaci&#243;n, posibilitando el desarrollo de la responsabilidad personal y social de los educandos, respaldada en principios &#233;ticos. Estos documentos, producidos por la Iglesia Cat&#243;lica en diferentes momentos hist&#243;ricos, integraron los debates en torno a la realidad educativa. Este estudio tiene por objetivo analizar las concepciones sobre el papel de la escuela, reunidas en documentos elaborados por el &#243;rgano eclesial responsable de la educaci&#243;n cat&#243;lica tras la celebraci&#243;n del Concilio Ecum&#233;nico Vaticano II y sus relaciones con teor&#237;as cr&#237;ticas de curr&#237;culo, por medio de investigaci&#243;n bibliogr&#225;fica y an&#225;lisis documental de textos que abordan la tem&#225;tica indicada y que permiten el estudio comparativo propuesto. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Humanizadora]]></kwd>
<kwd lng="pt"><![CDATA[Escola e Multiculturalismo]]></kwd>
<kwd lng="pt"><![CDATA[Formação Integral]]></kwd>
<kwd lng="pt"><![CDATA[Visão Cristã Católica de Educação]]></kwd>
<kwd lng="pt"><![CDATA[Teorias Críticas de Currículo.]]></kwd>
<kwd lng="en"><![CDATA[Humanizing Education]]></kwd>
<kwd lng="en"><![CDATA[School and Multiculturalism]]></kwd>
<kwd lng="en"><![CDATA[Integral Training]]></kwd>
<kwd lng="en"><![CDATA[Christian Catholic Education Vision]]></kwd>
<kwd lng="en"><![CDATA[Critical Curriculum Theories]]></kwd>
<kwd lng="es"><![CDATA[Educación Humanizadora]]></kwd>
<kwd lng="es"><![CDATA[Escuela y Multiculturalismo]]></kwd>
<kwd lng="es"><![CDATA[Formación Integral]]></kwd>
<kwd lng="es"><![CDATA[Visión Cristiana Católica de Educación]]></kwd>
<kwd lng="es"><![CDATA[Teorías Críticas de Currículo]]></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[BARROSO]]></surname>
<given-names><![CDATA[Geraldo]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Crise da escola ou na escola? Uma análise da crise de sentido dos sistemas públicos de escolarização obrigatória]]></article-title>
<source><![CDATA[Revista Portuguesa de Educação]]></source>
<year></year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>32-58</page-range><publisher-loc><![CDATA[Braga (Portugal) ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CASALI]]></surname>
<given-names><![CDATA[Alípio Márcio Dias]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Ética e educação: referências críticas]]></article-title>
<source><![CDATA[Revista de Educação PUC-Campinas]]></source>
<year></year>
<numero>22</numero>
<issue>22</issue>
<page-range>75-88</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FORQUIN]]></surname>
<given-names><![CDATA[Jean-Claude]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[O currículo entre o universalismo e o relativismo]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year></year>
<volume>21</volume>
<numero>73</numero>
<issue>73</issue>
<page-range>47-70</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[Neidson]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Educação: da formação humana à construção do sujeito ético]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year></year>
<volume>22</volume>
<numero>76</numero>
<issue>76</issue>
<page-range>232-57</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SEVERINO]]></surname>
<given-names><![CDATA[Antônio Joaquim]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A busca do sentido da formação humana: tarefa da Filosofia da Educação]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year></year>
<volume>32</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>619-34</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
