<?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>S1809-38762024000100294</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e63840</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Teorias Curriculares na Formação Inicial de Professores em Ciências e Matemática nos Institutos Federais de Educação: um estado do conhecimento (2009-2022)]]></article-title>
<article-title xml:lang="en"><![CDATA[Curricular Theories in the Initial Training of Science and Mathematics Teachers in Federal Institutes of Education: a state of the art (2009-2022)]]></article-title>
<article-title xml:lang="es"><![CDATA[Teorías Curriculares en la Formación Inicial de Profesores de Ciencias y Matemáticas en los Institutos Federales de Educación: un estado del arte (2009-2022)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Rodolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Eneida Aparecida Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Echeverría]]></surname>
<given-names><![CDATA[Agustina Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Márlon Herbert Flora Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100294&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100294&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100294&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, investigamos as pesquisas realizadas nos últimos 13 anos em teses e dissertações sobre Currículo das Licenciaturas nas áreas de Ensino de Ciências e Matemática dos Institutos Federais, do período de 2009 a 2022. O objetivo foi identificar as teorias de currículo predominantes nessas pesquisas, balizadas nos referenciais teóricos do campo de estudos curriculares, dentre eles: Bobbitt (1918), Apple (2006), Bourdieu (2013) e (Silva, 2022). O estudo teve enfoque qualitativo e a metodologia utilizada foi o Estado do Conhecimento. Os resultados nos permitiram traçar um panorama das pesquisas realizadas sobre currículo e a formação inicial docente, e destacar as tendências atuais e a necessidade de avançar em elaborações curriculares que abordem as perspectivas críticas e pós-críticas, pois existe um significativo número de currículos baseados em teorias tradicionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article we investigate the research conducted in the last thirteen years in theses and dissertations on the Curriculum of Undergraduate Programs in the areas of Science and Mathematics Teaching at the Federal Institutes, from 2009 to 2022. The objective was to identify the curriculum theories predominant in these studies, based on theoretical references in the field of curriculum studies, among them: Bobbitt (1918), Apple (2006), Bourdieu (2013) and (Silva, 2022). The study had a qualitative focus and the methodology used was the State of Knowledge. The results show a panorama of the research on the curriculum and initial teacher training, as well as highlighting current trends and the need to make progress in curriculum development that considers critical and post-critical perspectives, since there are a significant number of curricula based on traditional theories.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo analizamos las investigaciones realizadas en los últimos trece años en tesis y disertaciones sobre Currículo de formación de profesores en las áreas de Enseñanza de las Ciencias y Matemática de los Institutos Federales, del período de 2009 a 2022. El objetivo fue identificar las teorias de currículo predominantes en esas investigaciones, baseados en los referenciales teóricos del campo de estudios curriculares, entre ellos, Bobbitt (1918), Apple (2006), Bourdieu (2013) y Silva (2022). El estudio tuvo un enfoque cualitativo y la metodologia utilizada fue el Estado del Conocimiento. Los resultados nos permitieron trazar un panorama de las investigaciones realizadas sobre currículo y formación inicial docente, bien como destacar las tendencias actuales y la necesidad de avanzar en elaboraciones curriculares que consideren las perspectivas críticas e pos-críticas, pues existe un significativo número de currículos fundamentados en teorías tradicionales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo das licenciaturas nos IFs]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial docente]]></kwd>
<kwd lng="pt"><![CDATA[licenciatura nos institutos federais]]></kwd>
<kwd lng="pt"><![CDATA[ensino de ciências e matemática]]></kwd>
<kwd lng="pt"><![CDATA[estado do conhecimento]]></kwd>
<kwd lng="en"><![CDATA[curriculum of teacher education in Federal Institutes (IFs)]]></kwd>
<kwd lng="en"><![CDATA[initial teacher education]]></kwd>
<kwd lng="en"><![CDATA[teacher education in Federal Institutes]]></kwd>
<kwd lng="en"><![CDATA[science and mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[state of knowledge]]></kwd>
<kwd lng="es"><![CDATA[currículo de las licenciaturas en los IFs]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
<kwd lng="es"><![CDATA[licenciatura en los institutos federales]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de ciencias y matemáticas]]></kwd>
<kwd lng="es"><![CDATA[estado del conocimiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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