<?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>S1809-38762019000200382</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i2p382-401</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CENTRALIDADE DAS COMPETÊNCIAS SOCIOEMOCIONAIS NAS POLÍTICAS CURRICULARES CONTEMPORÂNEAS NO BRASIL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CENTRALITY OF SOCIO-EMOTIONAL COMPETENCES IN CONTEMPORARY CURRICULAR POLICIES IN BRAZIL]]></article-title>
<article-title xml:lang="es"><![CDATA[LA CENTRALIDAD DE LAS COMPETENCIAS SOCIOEMOCIONALES EN LAS POLÍTICAS CURRICULARES CONTEMPORÁNEAS EN BRASIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CIERVO]]></surname>
<given-names><![CDATA[Tassia Joana Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Roberto Rafael Dias da]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>382</fpage>
<lpage>401</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000200382&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000200382&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000200382&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo objetiva mapear as contribuições teóricas sociais contemporâneas dos estudos sobre neoliberalismo e capitalismo emocional para o entendimento das políticas curriculares, especificamente no que se refere à ênfase nas competências socioemocionais. Nesse sentido, a partir de um alinhamento com a perspectiva dos Estudos Curriculares, serão problematizados os elementos instituintes desse cenário contemporâneo em sua interface com as propostas de inovação curricular que engendram a inclusão das emoções no trabalho pedagógico. Através de análise documental, a aproximação com o campo empírico será orientada pelos conceitos de competência e individualização, entendidos como conceitos que, com maior ou menor intensidade, articulam a escola aos imperativos econômicos advindos do mundo do trabalho. A racionalidade econômica vigente ao engendrar modos de subjetivação específicos faz uso da emocionalidade com vistas a intensificar a produtividade dos indivíduos e fomentar a constituição subjetiva de &#8220;empresários de si&#8221;. Em linhas gerais, pode-se afirmar que os debates acerca da seleção dos conhecimentos escolares são reposicionados no interior dessa gramática formativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article aims to map the contemporary social contributions of the studies on neoliberalism and emotional capitalism to the understanding of curricular policies, specifically regarding to the emphasis on socioemotional competences. In this sense, from an alignment in the perspective of Curricular Studies, the instituting elements of this contemporary scenario will be problematized in their interface with the proposals of curricular innovation that engender the inclusion of the emotions in the pedagogical work. Through documentary analysis, the approach to the empirical field will be guided by concepts of competence and individualization understood as concepts that, to a greater or lesser degree, articulate the school to the economic imperatives arising from the world of work. The current economic rationality, when engendering specific modes of subjectivation, makes use of emotionality in order to intensify the productivity of individuals and foster the subjective constitution of "self-entrepreneurs". In general, it can be affirmed that the debates about the selection of the school knowledge are repositioned within this formative grammar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo objetiva mapear las contribuciones teóricas sociales contemporáneas de los estudios sobre neoliberalismo y capitalismo emocional para el entendimiento de las políticas curriculares, específicamente en lo que se refiere al énfasis en las competencias socioemocionales. En este sentido, a partir de una alineación en la perspectiva de los estudios curriculares, serán problematizados los elementos instituyentes de este escenario contemporáneo en su interfaz con las propuestas de innovación curricular que engendran la inclusión de las emociones en el trabajo pedagógico. A través del análisis documental, la aproximación con el campo empírico será orientada por los conceptos de competencia e individualización entendidos como conceptos que, con mayor o menor intensidad, articulan la escuela a los imperativos económicos provenientes del mundo del trabajo. La racionalidad económica vigente al engendrar modos de subjetivación específicos hace uso de la emocionalidad con vistas a intensificar la productividad de los individuos y fomentar la constitución subjetiva de "empresarios de sí". En líneas generales, se puede afirmar que los debates sobre la selección de los conocimientos escolares se reposicionan dentro de esta gramática formativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Competências socioemocionais]]></kwd>
<kwd lng="pt"><![CDATA[Capitalismo emocional]]></kwd>
<kwd lng="pt"><![CDATA[Políticas curriculares]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Social-Emotional Competences]]></kwd>
<kwd lng="en"><![CDATA[Emotional Capitalism]]></kwd>
<kwd lng="en"><![CDATA[Curricular Policies]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Competencias socioemocionales]]></kwd>
<kwd lng="es"><![CDATA[Capitalismo emocional]]></kwd>
<kwd lng="es"><![CDATA[Políticas curriculares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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