<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000500135</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.61743</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O DIREITO À EDUCAÇÃO E A CIDADANIA NOS/DOS CURRÍCULOS PENSADOSPRATICADOS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE RIGHT TO EDUCATION AND CITIZENSHIP IN/OF CURRICULUM THINKING AND PRACTICE]]></article-title>
<article-title xml:lang="es"><![CDATA[EL DERECHO A LA EDUCACIÓN Y LA CIUDADANÍA EN / DEL PENSAMIENTO Y LA PRÁCTICA CURRÍCULAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Rafael Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Acre Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Acre Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>especial</numero>
<fpage>135</fpage>
<lpage>148</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000500135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000500135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000500135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é promover reflexões sobre a relação intrínseca entre o direito à educação e os princípios constitucionais de cidadania e da dignidade da pessoa humana nos tempos atuais, à luz da transição entre o paradigma da ciência moderna e o paradigma da pós-modernidade, defendida pelo sociólogo português Boaventura de Sousa Santos. A partir das concepções da pesquisa no/do/com cotidiano, objetiva-se a valorização das práticas diárias, levando em conta a diversidade, a pluralidade e a heterogeneidade dos sujeitos envolvidos nos currículos pensadospraticados. Destaca-se que nos cotidianos escolares as políticaspráticas curriculares conectam-se diretamente aos meios e modos de vida dos membros da sociedade, tendo em vista que os currículos emergem a partir do trabalho coletivo e contínuo. Entende-se que a construção de uma sociedade efetivamente cidadã e democrática demanda uma nova cultura educacional, proveniente da valorização e cooperação das múltiplas formas de aprendizagem. Nessa direção, apostamos na necessidade de desinvizibilizar as práticas escolares voltadas para o reconhecimento da dignidade, cidadania e do sentimento de união na tentativa de romper com a cultura autoritária, hierárquica e vertical impregnada nas diferentes relações sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to promote reflections on the intrinsic relationship between the right to education and the constitutional principles of citizenship and human dignity in current times, considering the transition between the paradigm of modern science and the paradigm of post-modernity, defended by Portuguese sociologist Boaventura de Sousa Santos. Based on the research conceptions in/of/with daily life, the objective is to value daily practices, considering the diversity, plurality and heterogeneity of the subjects involved in the curricula thought to be practiced. It is noteworthy that in everyday school curriculum policies and practices are directly connected to the means and ways of life of members of society, considering that curricula emerge from collective and continuous work. It is understood that the construction of an effectively citizen and democratic society demands a new educational culture, arising from the appreciation and cooperation of multiple forms of learning. In this direction, we bet on the need to deconstruct school practices aimed at the recognition of dignity, citizenship, and the feeling of unity to break with the authoritarian, hierarchical and vertical culture impregnated in different social relations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este artículo es promover reflexiones sobre la relación intrínseca entre el derecho a la educación y los principios constitucionales de ciudadanía y dignidad humana en los tiempos actuales, a la luz de la transición entre el paradigma de la ciencia moderna y el paradigma de la posmodernidad, defendida por el sociólogo portugués Boaventura de Sousa Santos. A partir de las concepciones de investigación en / de / con la vida cotidiana, el objetivo es valorar las prácticas cotidianas, teniendo en cuenta la diversidad, pluralidad y heterogeneidad de los sujetos involucrados en los currículos pensados para ser practicados. Es de destacar que en el día a día las políticas y prácticas curriculares escolares están directamente conectadas con los medios y formas de vida de los miembros de la sociedad, considerando que los currículos surgen del trabajo colectivo y continuo. Se entiende que la construcción de una sociedad efectivamente ciudadana y democrática exige una nueva cultura educativa, que surja de la apreciación y cooperación de múltiples formas de aprendizaje. En esta dirección, apostamos por la necesidad de deconstruir prácticas escolares orientadas al reconocimiento de la dignidad, la ciudadanía y el sentimiento de unidad en un intento de romper con la cultura autoritaria, jerárquica y vertical impregnada en las distintas relaciones sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cotidiano]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[cidadania]]></kwd>
<kwd lng="pt"><![CDATA[dignidade]]></kwd>
<kwd lng="pt"><![CDATA[emancipação]]></kwd>
<kwd lng="en"><![CDATA[daily]]></kwd>
<kwd lng="en"><![CDATA[resume]]></kwd>
<kwd lng="en"><![CDATA[citizenship]]></kwd>
<kwd lng="en"><![CDATA[dignity]]></kwd>
<kwd lng="en"><![CDATA[emancipation]]></kwd>
<kwd lng="es"><![CDATA[cotidiano]]></kwd>
<kwd lng="es"><![CDATA[reanudar]]></kwd>
<kwd lng="es"><![CDATA[ciudadanía]]></kwd>
<kwd lng="es"><![CDATA[dignidad]]></kwd>
<kwd lng="es"><![CDATA[emancipación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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