<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812019000200405</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.100i255.4108</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O currículo e suas implicações nas relações sociais de gênero entre estudantes do ensino fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[The curriculum and its implications for social relations of gender among elementary students]]></article-title>
<article-title xml:lang="es"><![CDATA[El currículo y sus implicaciones en las relaciones sociales de género entre los estudiantes de enseñanza primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Eleta Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>100</volume>
<numero>255</numero>
<fpage>405</fpage>
<lpage>422</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812019000200405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812019000200405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812019000200405&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta resultados da pesquisa intitulada O currículo e suas implicações nas relações sociais de gênero entre estudantes do ensino fundamental. Trata-se de um artigo original, derivado da investigação que objetivou compreender as implicações do currículo escolar na construção das relações de gênero entre estudantes do ensino fundamental. A pesquisa se insere no campo dos estudos culturais em razão da centralidade que a cultura assume nesse campo teórico e dos nexos que estabelece com os estudos curriculares e de gênero. Está ancorada nos pressupostos pós-estruturalistas e na teorização pós-crítica do currículo que possibilitam compreender o trato dado às diferenças culturais de gênero no currículo escolar. O campo empírico da investigação foi uma rede municipal de ensino de uma capital do Nordeste brasileiro, em que foram analisadas as práticas curriculares vivenciadas no cotidiano da escola. Os dados coletados por meio de entrevistas com estudantes foram examinados com base na análise temática, derivada da análise de conteúdo (Bardin, 1977). Os resultados apontam que silenciamento e opacidade marcam as práticas curriculares pela naturalização das tensões entre gêneros, supostamente trazidas de fora da escola. Assim, ao invés da natureza, a cultura parece passar a ser o destino, tornou-se imutável. Com isso, nega-se à cultura a condição de produção humana, de território de lutas, disputas e conquistas, em permanente processo de (re)criação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Derived from a research of the same name, this original article presents what was found on that investigation. The aforementioned research was conducted within the field of cultural studies, on account of how central culture is to the field and due to the links it establishes with curricular and gender studies. It is underpinned in poststructuralist assumptions and post-critical theorization of the curriculum which facilitates the understanding of the way to handle cultural differences related to gender in the school curriculum. The empirical field of research was the municipal education system of a capital at the Brazilian Northeast, in which curricular practices experienced in the daily life of the school were analyzed. Data collected from interviews with students were analyzed with basis on the thematic analysis, derived from the analysis of the content (Bardin, 1977). The results indicate that silencing and opacity mark the curricular practices through the normalization of gender tensions, supposedly brought from outside the school. Thus, instead of the nature, culture assumes the role of fate, becoming immutable. In that way, to culture is denied the status of human production, of a place of struggles, disputes, and conquest, in a never ending process of (re) creation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta resultados de la investigación titulada El currículo y sus implicaciones en las relaciones sociales de género entre estudiantes de enseñanza primaria. Se trata de un artículo original, derivado de la investigación que objetivó comprender las implicaciones del currículo escolar en la construcción de las relaciones de género entre estudiantes de la enseñanza primaria. La investigación se inserta en el campo de los estudios culturales en razón de la centralidad que la cultura asume en ese campo teórico y de los nexos que establece con los estudios curriculares y de género. Está anclada en los presupuestos posestructuralistas y en la teorización poscrítica del currículo que posibilitan comprender el trato dado a las diferencias culturales de género en el currículo escolar. El campo empírico de la investigación fue una red municipal de enseñanza de una capital del Nordeste brasileño, en la que se analizaron las prácticas curriculares vivenciadas en el cotidiano de la escuela. Los datos recolectados por medio de entrevistas con estudiantes fueron analizados sobre la base del análisis temático, derivado del análisis de contenido (Bardin, 1977). Los resultados apuntan que silenciamiento y opacidad marcan las prácticas curriculares por la naturalización de las tensiones entre géneros, supuestamente traídas de fuera de la escuela. Así, en lugar de la naturaleza, la cultura parece pasar a ser el destino, se ha vuelto inmutable. Con ello, se niega a la cultura la condición de producción humana, de territorio de luchas, disputas y conquistas, en permanente proceso de (re)creación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[diversidade cultural]]></kwd>
<kwd lng="pt"><![CDATA[relações de gênero]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[culture diversity]]></kwd>
<kwd lng="en"><![CDATA[relations of gender]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[diversidad cultural]]></kwd>
<kwd lng="es"><![CDATA[relaciones de género]]></kwd>
</kwd-group>
</article-meta>
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