<?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>S1809-38762019000301123</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i3p1123-1143</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO DE JOVENS E ADULTOS NA ORDEM PÓS-DEMOCRÁTICA: DESAPARECIMENTO DA MODALIDADE E INVISIBILIDADE INSTITUCIONAL]]></article-title>
<article-title xml:lang="en"><![CDATA[YOUTH AND ADULT EDUCATION IN THE POST-DEMOCRATIC ORDER: DISAPPEARANCE OF THE MODALITY AND INSTITUCIONAL INVIBILITY]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN DE JÓVENES Y ADULTOS EN EL ORDEN POSTDEMOCRÁTICO: DESAPARICIÓN DE LA MODALIDAD Y INVISIBILIDAD INSTITUCIONAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAVALCANTE]]></surname>
<given-names><![CDATA[Janayna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Centro de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>1123</fpage>
<lpage>1143</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000301123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000301123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000301123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto discute as condições de existência das políticas curriculares para Educação de Jovens e Adultos no contexto identificado como ordem pós-democrática no Brasil. A análise de enfoque arqueogenealógico percorre dois processos: o desaparecimento institucional do setor específico para EJA na reforma administrativa do Ministério da Educação, e o silenciamento da noção de modalidade educacional no texto publicado da Base Nacional Curricular Comum. Considerados como expressões do abandono institucional e curricular, conclui-se que tais processos articulam a produção de modos de desaparecimento da EJA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text discusses the conditions for the existence of curricular policies for Youth and Adult Education (EJA in Portuguese) in the context identified as post-democratic order in Brazil. The analysis of an archaeogenealogical approach runs through two processes: the institutional extinction of the specific sector for EJA within the administrative reform of the Ministry of Education, and the silencing of the notion of educational modality in the published text of the Common National Curricular Base. Considered as expressions of institutional and curricular abandonment, it is concluded that such processes articulate the production of modes of political disappearance of EJA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto discute las condiciones de existencia de políticas curriculares para la educación de jóvenes y adultos en el contexto identificado como orden postdemocrático en Brasil. El análisis del enfoque arqueogenealógico pasa por dos procesos: la desaparición institucional del sector específico para EJA en la reforma administrativa del Ministerio de Educación, y el silencio de la noción de modalidad educativa en el texto publicado de la Base Curricular Nacional Común. Consideradas como expresiones de abandono institucional y curricular, se concluye que tales procesos articulan la producción de formas de desaparición de la EJA.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="pt"><![CDATA[Biopolítica]]></kwd>
<kwd lng="pt"><![CDATA[Análise do Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Pós-democracia]]></kwd>
<kwd lng="en"><![CDATA[Adult education]]></kwd>
<kwd lng="en"><![CDATA[Biopolitics]]></kwd>
<kwd lng="en"><![CDATA[Discourse analysis]]></kwd>
<kwd lng="en"><![CDATA[Post democracy]]></kwd>
<kwd lng="es"><![CDATA[Educación de adultos]]></kwd>
<kwd lng="es"><![CDATA[Biopolítica]]></kwd>
<kwd lng="es"><![CDATA[Análisis del discurso]]></kwd>
<kwd lng="es"><![CDATA[Postdemocracia]]></kwd>
</kwd-group>
</article-meta>
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<person-group person-group-type="author">
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<source><![CDATA[ETD - Educação Temática Digital]]></source>
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