<?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>S1809-38762020000200806</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i2p806-826</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[EL LOCUS DE LA CIUDADANÍA EN EL CURRÍCULO DE LAS CARRERAS DE FILOSOFÍA DE LA UNIVERSIDAD FEDERAL DEL AMAPÁ (BRASIL) Y DE LA UNIVERSIDAD DEL ZULIA (VENEZUELA)]]></article-title>
<article-title xml:lang="pt"><![CDATA[O LÓCUS DA CIDADANIA NO CURRÍCULO DOS CURSOS DE FILOSOFIA DA UNIVERSIDADE FEDERAL DO AMAPÁ (BRASIL) E DA UNIVERSIDADE DE ZULIA (VENEZUELA)]]></article-title>
<article-title xml:lang="en"><![CDATA[THE LOCUS OF CITIZENSHIP IN THE CURRICULUM OF THE PHILOSOPHY COURSES OF THE FEDERAL UNIVERSITY OF AMAPÁ (BRAZIL) AND THE UNIVERSITY OF ZULIA (VENEZUELA)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARIACÁS]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PÉREZ JIMENEZ]]></surname>
<given-names><![CDATA[César Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal de Amapá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Zulia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Venezuela</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>806</fpage>
<lpage>826</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000200806&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000200806&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000200806&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Brasil y Venezuela tienen caminos muy distintos y convergentes, al mismo tiempo, en el modo de recorrer la temática ciudadanía. Por su parte, la universidad es uno de los espacios en que la materia se desarrolla y toma formas que llevan a nuevas ideas y posicionamientos para la acción ciudadana. Este trabajo analiza el currículo de las carreras de Filosofía de la Universidad Federal del Amapá (Brasil) y de la Universidad del Zulia (Venezuela) y tiene por finalidad alimentar la discusión sobre la educación para la ciudadanía en los ambientes universitarios. A partir de la concepción de que el currículo puede revelar el lugar que la ciudadanía ocupa en el proceso formativo, observamos, analizamos y evaluamos: 1) la presencia de la idea de ciudadanía establecida en los textos; 2) los indicativos de acciones y procedimientos en los que efectivamente la ciudadanía pueda desarrollarse. El método comparativo de educación en currículo se utiliza para efectuar este trabajo (ADAMSON; MORRIS, 2015) y, en cuanto al referencial teórico, nos apoyamos en los aportes teóricos de Perrenould (2005) y Tragtenberg (2012). Los resultados muestran que el currículo de LUZ establece un diálogo más profundo con temas relevantes para la ciudadanía. Por otro lado, el currículo de UNIFAP se centra en la profesionalización del estudiante, dejando los problemas sociales como un problema secundario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Brasil e Venezuela têm caminhos muito distintos e convergentes, ao mesmo tempo, no modo de percorrer a temática cidadania. Por sua vez, a universidade é um dos espaços no qual a matéria se desenvolve e toma formas que levam a novas ideias e posicionamentos para a ação cidadã. Este trabalho analisa o currículo dos cursos de Filosofia da Universidade Federal do Amapá (UNIFAP-Brasil) e da Universidad del Zulia (LUZ -Venezuela) e tem por finalidade alimentar a discussão sobre a educação para a cidadania nos ambientes universitários. Partindo da concepção de que o currículo pode revelar o lugar que a cidadania ocupa no processo formativo, observamos, analisamos e avaliamos: 1) a presença da ideia de cidadania estabelecida nos textos; 2) os indicativos de ações e procedimentos nos quais efetivamente a cidadania possa se desenvolver. O método comparativo de educação em currículo é usado para efetuar este trabalho (ADAMSON; MORRIS, 2015) e, quanto ao referencial teórico, apoiamo-nos nas contribuições teóricas dePerrenould (2005) eTragtenberg (2012). Os resultados apontam que no currículo de LUZ se estabelece um diálogo mais profundo com questões pertinentes à cidadania. Por outro lado, no currículo da UNIFAP se enfoca a profissionalização do aluno - deixando para segundo plano as problemáticas de cunho social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Brazil and Venezuela have very different and convergent paths, at the same time, in the way of going about the subject of citizenship. In turn, the university is one of the spaces in which matter develops and takes forms that lead to new ideas and positions for citizen action. This work analyzes the curriculum of the Philosophy courses of the Federal University of Amapá (Brazil) and the University of Zulia (Venezuela) and aims to feed the discussion about education for citizenship in university settings. Starting from the conception that the curriculum can reveal the place that citizenship occupies in the formative process, we observe, analyze and evaluate: 1) the presence of the idea of &#8203;&#8203;citizenship established in the texts; 2) the indicatives of actions and procedures in which citizenship can effectively develop. The comparative method of curriculum education is used to do this work (ADAMSON; MORRIS, 2015) and, on the theoretical basis, we rely on the contributions ofPerrenould (2005) andTragtenberg (2012). The results show that the LUZ curriculum establishes a deeper dialogue with issues relevant to citizenship. On the other hand, the UNIFAP curriculum focuses on the professionalization of the student - leaving social issues as a secondary issue.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ciudadanía]]></kwd>
<kwd lng="es"><![CDATA[Diseño Curricular]]></kwd>
<kwd lng="es"><![CDATA[Estudios comparados]]></kwd>
<kwd lng="es"><![CDATA[Plan de estudios]]></kwd>
<kwd lng="es"><![CDATA[Universidad.]]></kwd>
<kwd lng="pt"><![CDATA[Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[Projeto Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Estudos comparados]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Universidade.]]></kwd>
<kwd lng="en"><![CDATA[Citizenship]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Project]]></kwd>
<kwd lng="en"><![CDATA[Comparative studies]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[University.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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