<?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>S1982-03052023000300023</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.75509</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DOCÊNCIA, FAMÍLIA E CURRÍCULO: o vazio de sentidos para a docência na política curricular familista]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING, FAMILY AND CURRICULUM: the void of meanings for teaching in family curriculum policy]]></article-title>
<article-title xml:lang="es"><![CDATA[ENSEÑANZA, FAMILIA Y CURRICULUM: el vacío de sentidos para la enseñanza en la política curricular familiar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Melanie Laura Mariano da Penha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>74</numero>
<fpage>23</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000300023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000300023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000300023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo discute o esvaziamento de sentidos docentes a partir do fortalecimento de políticas curriculares familistas no Brasil, as quais endereçando-se prioritariamente à família tradicional, como instância de ensinoaprendizagem, invertem a prioridade do interesse público para investir na ordem privada. Com o objetivo de analisar o esvaziamento discursivo da formação docente como um desdobramento da onda reacionárioconservadora da última década, realiza-se uma análise discursiva ancorada na pesquisa qualitativa documental, a partir de materiais do Programa Conta pra Mim que integra a Política Nacional de Alfabetização (PNA). Para tanto, este texto adota a perspectiva pós-estrutural da teoria do discurso de Laclau e Mouffe (2015) como arcabouço teórico-analítico, junto a considerações amparadas na filosofia da diferença de Derrida (2016) e no conceito de lógicas fantasmáticas de Glynos e Howarth (2007). Ante a isto, os achados permitem significar o Conta pra Mim como uma proposição de currículo embebida no familismo contemporâneo, afeita a sedimentação de sentidos neoconservadores e neoliberais e aliada aos interesses daqueles que intentam fragilizar os espaços-tempos da docência nas disputas por hegemonia educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article discusses the emptying of teaching meanings from the strengthening of family-oriented curriculum policies in Brazil, which, by addressing primarily the traditional family, as a teaching-learning instance, reverse the priority of the public interest to invest in the private order. With the objective of analyzing the discursive emptying of teacher training as a result of the reactionary-conservative wave of the last decade, a discursive analysis is carried out based on qualitative documental research, based on materials from the Programa Conta pra Mim that integrates the Policy National Literacy Program (PNA). To this end, this text adopts the post-structural perspective of discourse theory by Laclau and Mouffe (2015) as a theoretical-analytical framework, along with considerations supported by Derrida's philosophy of difference (2016) and the concept of phantasmatic logic by Glynos and Howard (2007). In view of this, the findings allow us to signify Conta pra Mim as a proposal for a curriculum steeped in contemporary familism, affected by the sedimentation of neoconservative and neoliberal meanings and combined with the interests of those who attempt to weaken the space-times of teaching in disputes for hegemony educational.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo discute el vaciado de sentidos de la enseñanza a partir del fortalecimiento de las políticas curriculares orientadas a la familia en Brasil, que, al abordar principalmente la familia tradicional, como instancia de enseñanza-aprendizaje, invierten la prioridad del interés público para invertir en el orden privado. Con el objetivo de analizar el vaciamiento discursivo de la formación docente a raíz de la ola conservadora-reaccionaria de la última década, se realiza un análisis discursivo a partir de una investigación documental cualitativa, a partir de materiales del Programa Conta pra Mim que integra la Política Nacional del Programa de Alfabetización (PNA). Para ello, este texto adopta como marco teórico-analítico la perspectiva postestructural de la Teoría del Discurso de Laclau y Mouffe (2015), junto con consideraciones sustentadas en la filosofía de la diferencia de Derrida (2016) y el concepto de lógica fantasmática de Glynos y Howard (2007). Frente a ello, los hallazgos permiten significar Conta pra Mim como una propuesta de currículo impregnado del familismo contemporáneo, afectado por la sedimentación de sentidos neoconservadores y neoliberales y combinado con los intereses de quienes pretenden debilitar el espaciotiempos de la enseñanza en disputas por la hegemonía educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[discurso]]></kwd>
<kwd lng="pt"><![CDATA[familismo]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[discourse]]></kwd>
<kwd lng="en"><![CDATA[familism]]></kwd>
<kwd lng="es"><![CDATA[curriculum]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[discurso]]></kwd>
<kwd lng="es"><![CDATA[familismo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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