<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2018000100025</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.issn.0102-6801.v32n64a2018-03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sentidos de público e comum nas políticas curriculares: que efeitos na definição de conhecimento escolar?]]></article-title>
<article-title xml:lang="en"><![CDATA[Public and common sense in curricular policies: what are the effects on the definition of school knowledge?]]></article-title>
<article-title xml:lang="es"><![CDATA[Sentidos de público y común en las políticas curriculares: ¿Qué efectos tienen en la definición de conocimiento escolar?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gabriel]]></surname>
<given-names><![CDATA[Carmen Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programa de Pós-Graduação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<volume>32</volume>
<numero>64</numero>
<fpage>25</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2018000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2018000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2018000100025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em diálogo com a abordagem discursiva pós-fundacional, o objetivo deste artigo é investigar como a articulação entre conhecimento escolar, escola pública e currículo comum vem sendo mobilizada nos debates em torno da construção da Base Nacional Comum Curricular (BNCC). A análise permitiu apontar, a despeito do posicionamento em relação à necessidade ou à pertinência dessa proposta curricular específica, estabilidades na definição de conhecimento escolar em meio às lutas pela significação dos significantes comum e público que adjetivam respectivamente currículo e escola nos textos analisados. O artigo acena para outras possibilidades abertas para a definição desses termos e para a articulação entre os mesmos, deslocando assim, o foco da reflexão da defesa ou da crítica a esse documento para a importância de continuar operando com esses significantes tanto para a produção da leitura política do campo curricular quanto para a afirmação de um sentido de escola pública democrática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In dialogue with the post-foundational discursive approach, the objective of this article is to investigate how the articulation between school knowledge, public school and common curriculum has been mobilized in the debates about the construction of the National Curricular Common Base (NCCB). In spite of the positioning in relation to the necessity or the pertinence of this specific curricular proposal, the analysis allowed to point stabilities in the definition of school knowledge amid the struggles for the signification of the common and public signifiers that respectively adjectivate curriculum and school in the texts analyzed. The article points to other possibilities opened to the definition of these terms and to the articulation between them, thus displacing the focus of the defense or criticism reflection to this document for the importance of continuing to operate with these signifiers both for the production of political reading of the curricular field as well as for the affirmation of a sense of a democratic public school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En diálogo con el enfoque discursivo posfundacional, el propósito de este artículo es investigar la relación entre conocimiento escolar, escuela pública y plan de estudios común, se ha utilizado en los debates sobre la construcción de la Base Nacional Común Curricular (BNCC). El análisis permitió señalar, a pesar del posicionamiento con relación a la necesidad o pertinencia de la propuesta curricular específica, estabilidades en la definición de conocimiento escolar, en medio a las disputas por la significación de los significantes común y público que califican respectivamente a plan de estudio y escuela en los textos estudiados. El artículo apunta hacia otras posibilidades planteadas para la definición de estos términos y la articulación entre los mismos, desplazando así el foco de la reflexión de la defensa o la crítica de este documento para la importancia de continuar operando estos significantes, tanto para la producción de la lectura política del campo curricular como para la afirmación de un sentido de escuela pública y democrática.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento escolar]]></kwd>
<kwd lng="pt"><![CDATA[Escola pública democrática]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem pós-fundacional]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[School knowledge]]></kwd>
<kwd lng="en"><![CDATA[Democratic public school]]></kwd>
<kwd lng="en"><![CDATA[Post-foundational approach]]></kwd>
<kwd lng="en"><![CDATA[NCCB]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento escola]]></kwd>
<kwd lng="es"><![CDATA[Escuela pública y democrática]]></kwd>
<kwd lng="es"><![CDATA[Enfoque posfundacional]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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