<?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>S1809-38762017000400958</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i4p958-990</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A fundamentação ético-democrática da proposta curricular do Estado de São Paulo para o ensino de ciências: adaptação ou emancipação?]]></article-title>
<article-title xml:lang="en"><![CDATA[The ethical-democratic foundation of the curricular proposal of the State of São Paulo for the teaching of sciences: adaptation or emancipation?]]></article-title>
<article-title xml:lang="es"><![CDATA[La fundamentación ético-democrática de la proposta curricular del Estado de São Paulo para la enseñanza de ciencias: adaptación o emancipación?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Furlan]]></surname>
<given-names><![CDATA[Agélica Bellodi Sant&#8217;Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Antonio Fernando Gouvêa da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></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>958</fpage>
<lpage>990</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000400958&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000400958&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000400958&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Por acreditar que somente uma educa&#231;&#227;o &#233;tica e democraticamente organizada pode tornar os educandos agentes de transforma&#231;&#245;es sociais, o presente trabalho procura compreender que concep&#231;&#227;o de educa&#231;&#227;o emoldura a proposta curricular do Estado de S&#227;o Paulo para o Ensino de Ci&#234;ncias e se ela est&#225; de acordo com princ&#237;pios &#233;tico-cr&#237;ticos que conferem qualidade pol&#237;tica e social &#224; pr&#225;tica educativa. Para isso, foi realizada uma an&#225;lise documental &#224; luz da &#233;tica de Dussel, do di&#225;logo de Freire e da emancipa&#231;&#227;o de Adorno. Concluiu-se que a proposta curricular em quest&#227;o se distancia de tais princ&#237;pios por n&#227;o explicitar o papel social da educa&#231;&#227;o, por n&#227;o se posicionar &#233;tica e politicamente a favor dos grupos sociais mais vulner&#225;veis e por n&#227;o caracterizar a escola e a comunidade onde est&#225; inserida. Devido a seu car&#225;ter normativo, a referida proposta e seu material de apoio limitam a autonomia da escola, podendo ser considerados t&#227;o somente como documentos antidemocr&#225;ticos por n&#227;o levar em conta as demandas de todas as partes interessadas no processo de ensino-aprendizagem. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Because it believes that only a socially committed and democratically organized education can make learners agents of social transformations, the present work seeks to understand which conception of education frames the curricular proposal of the State of S&#227;o Paulo for Science Teaching and if it is in agreement with Ethical-critical principles that confer political and social quality on educational practice. For this, a documentary analysis was carried out, referenced in the ethics of Dussel, in the dialogue of Freire and in the emancipation of Adorno. It was concluded that the curricular proposal in question distance itself from such principles by not making explicit the social role of education, by not positioning itself ethically-politically in favor of a particular social group and by not characterizing the school and community where it is inserted . Due to its normative character, the aforementioned proposal and its supporting material limit the autonomy of the school presenting itself as anti-democratic documents for not considering the demands of the interested parties in the teaching-learning process. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Por creer que s&#243;lo una educaci&#243;n &#233;tica y democr&#225;ticamente organizada puede hacer que los educandos agentes de transformaciones sociales, el presente trabajo busca comprender qu&#233; concepci&#243;n de educaci&#243;n enmarca la propuesta curricular del Estado de S&#227;o Paulo para la Ense&#241;anza de Ciencias y si ella est&#225; de acuerdo con principios &#233;tico-cr&#237;ticos que confieren calidad pol&#237;tica y social a la pr&#225;ctica educativa. Para eso, se realiz&#243; un an&#225;lisis documental a la luz de la &#233;tica de Dussel, del di&#225;logo de Freire y de la emancipaci&#243;n de Adorno. Se concluy&#243; que la propuesta curricular en cuesti&#243;n se aleja de tales principios por no explicitar el papel social de la educaci&#243;n, por no posicionarse &#233;tica y pol&#237;ticamente a favor de los grupos sociales m&#225;s vulnerables y por no caracterizar la escuela y la comunidad donde est&#225; inserta. Debido a su car&#225;cter normativo, la referida propuesta y su material de apoyo, limitan la autonom&#237;a de la escuela, pudiendo ser considerada tan s&#243;lo como documentos antidemocr&#225;ticos por no tener en cuenta las demandas de todas las partes interesadas en el proceso de ense&#241;anza-aprendizaje. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="pt"><![CDATA[Democracia]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[Democracy]]></kwd>
<kwd lng="en"><![CDATA[Dialogue]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Ética]]></kwd>
<kwd lng="es"><![CDATA[Democracia]]></kwd>
<kwd lng="es"><![CDATA[Diálogo]]></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[CEREZER]]></surname>
<given-names><![CDATA[Osvaldo M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Documentos de Identidade]]></article-title>
<source><![CDATA[Revista Aulas]]></source>
<year></year>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GLAT]]></surname>
<given-names><![CDATA[Rosana]]></given-names>
</name>
<name>
<surname><![CDATA[NOGUEIRA]]></surname>
<given-names><![CDATA[Mário Lúcio de L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Políticas educacionais e a formação de professores para a Educação Inclusiva no Brasil]]></article-title>
<source><![CDATA[Revista Integração]]></source>
<year></year>
<volume>24</volume><volume>14</volume>
<numero>24</numero>
<issue>24</issue>
<page-range>22-7</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[MEC/SEESP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[Licínio]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Paulo Freire e a governação democrática da escola: organização, participação e autonomia]]></article-title>
<source><![CDATA[Revista Fórum]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<collab>SÃO PAULO (Estado)</collab>
<collab>SÃO PAULO (Estado)</collab>
<article-title xml:lang="en"><![CDATA[Secretaria da Educação]]></article-title>
<source><![CDATA[Caderno do Professor: Biologia, Ensino Médio - 1º ano]]></source>
<year></year>
<volume>1</volume>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[SEE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAUL]]></surname>
<given-names><![CDATA[Ana M.]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[A. F. G. da.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[O pensamento de Paulo Freire no campo de forças das políticas de currículo: a democratização da escola]]></article-title>
<source><![CDATA[Revista e-Curriculum]]></source>
<year></year>
<volume>7</volume>
<numero>3</numero>
<issue>3</issue>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
