<?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>S1809-38762025000100214</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2025v23e63926</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O currículo como território de sensibilidades para a legitimidade existencial do outro]]></article-title>
<article-title xml:lang="en"><![CDATA[The curriculum as a territory of sensibilities for the existential legitimacy of the other]]></article-title>
<article-title xml:lang="es"><![CDATA[El currículo como territorio de sensibilidades para la legitimidad existencial del otro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luca]]></surname>
<given-names><![CDATA[Deise Cristiane de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benvenutti]]></surname>
<given-names><![CDATA[Dilva Bertoldi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Strieder]]></surname>
<given-names><![CDATA[Roque]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Unimep  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762025000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762025000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762025000100214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com o objetivo de dialogar e refletir sobre processos educativos que viabilizam o emergir de um embrião humanizador, este estudo é provocado pelo questionamento: Quais pressupostos podem contribuir para os currículos escolares, encontrando no pensar criativo e transgressor uma essência formativa, capaz de gestar o convívio humano? De cunho teórico e bibliográfico, apresenta como trajetória reflexiva discursos que se perpetuam desde a história moderna até a relevância de sua problematização e sensibilização para a desinstitucionalização de uma lógica relacional hierarquizada, sob o olhar de autores como Deleuze e Guattari (2011), Hermann (2014), Maturana e Varela (1997) e Paraíso (2009). Abrem-se, assim, possibilidades para o pensar rizomático, levando-se em consideração que o alargamento dos currículos escolares se alimenta de diferentes interlocuções sobre o que significa fazer-se ser vivo, fazer-se gente, fazer-se ser humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Aiming to engage in dialogue and reflection on educational processes that enable the emergence of a humanizing embryo, this study is guided by the following question: What assumptions can contribute to school curricula by finding in creative and transgressive thinking a formative essence capable of fostering human coexistence? Theoretical and bibliographic in nature, the study presents as a reflective path the discourses that have persisted since modern history, emphasizing the importance of questioning and raising awareness toward the deinstitutionalization of a hierarchical relational logic, through the lens of authors such as Deleuze and Guattari (2011), Hermann (2014), Maturana and Varela (1997), and Paraíso (2009). Thus, possibilities open up for rhizomatic thinking, taking into consideration that the broadening of school curricula is nourished by different interlocutions on what it means to become a living being, to become a person, to become human being.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con el objetivo de dialogar y reflexionar sobre procesos educativos que posibiliten el surgimiento de un embrión humanizador, este estudio se ve impulsado por la siguiente pregunta: ¿Qué presupuestos pueden contribuir a los currículos escolares, encontrando en el pensamiento creativo y transgresor una esencia formativa capaz de gestar la convivencia humana? De carácter teórico y bibliográfico, presenta como trayectoria reflexiva los discursos que se han perpetuado desde la historia moderna, destacando la relevancia de su problematización y sensibilización hacia la desinstitucionalización de una lógica relacional jerarquizada, bajo la mirada de autores como Deleuze y Guattari (2011), Hermann (2014), Maturana y Varela (1997) y Paraíso (2009). Se abren así posibilidades para un pensamiento rizomático, teniendo en cuenta que la ampliación de los currículos escolares se alimenta de diferentes interlocuciones sobre lo que significa convertirse en un ser vivo, convertirse en una persona, para convertirse en un ser humano.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[afeto]]></kwd>
<kwd lng="pt"><![CDATA[elementos do currículo]]></kwd>
<kwd lng="pt"><![CDATA[transdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[sensibilidade]]></kwd>
<kwd lng="en"><![CDATA[affection]]></kwd>
<kwd lng="en"><![CDATA[curriculum elements]]></kwd>
<kwd lng="en"><![CDATA[transdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[sensibility]]></kwd>
<kwd lng="es"><![CDATA[afecto]]></kwd>
<kwd lng="es"><![CDATA[elementos del currículo]]></kwd>
<kwd lng="es"><![CDATA[transdisciplinariedad]]></kwd>
<kwd lng="es"><![CDATA[sensibilidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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