<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592020000100526</article-id>
<article-id pub-id-type="doi">10.18593/r.v45i.24344</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por um currículo perspectivista: uma provocação Nietzschiana]]></article-title>
<article-title xml:lang="en"><![CDATA[For a perspective curriculum: a Nietzschian provoking]]></article-title>
<article-title xml:lang="es"><![CDATA[Por un currículo perspectivista: una provocación Nietzschiana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tedeschi]]></surname>
<given-names><![CDATA[Sirley Lizott]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tedeschi]]></surname>
<given-names><![CDATA[Losandro Antônio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592020000100526&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592020000100526&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592020000100526&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo é fruto de pesquisa bibliográfica e tem como objetivo analisar e discutir a filosofia perspectivista de Nietzsche a fim de mostrar as implicações para o campo da educação e do currículo. Com base nos escritos de Nietzsche e de autores que dialogam com a obra nietzschiana, propomos evidenciar, em um primeiro momento, que o filósofo alemão ultrapassa os pressupostos da modernidade e inaugura uma nova dimensão da filosofia ao estabelecer o perspectivismo como modo de pensamento. Em um segundo momento, mostramos como o perspectivismo nietzschiano potencializa modos de pensar o currículo que primam não mais pela unidade e identidade - categorias metafísicas -, mas pela multiplicidade e diferença, já que não recorre a essencialismos e universalismos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article is the result of bibliographic research and aims to analyze and discuss Nietzsche's perspectivist philosophy in order to show the implications for the field of education and curriculum. Based on the writings of Nietzsche and authors who have a dialogue with the Nietzschian work, we propose to show, at first, that the German philosopher goes beyond the assumptions of modernity and inaugurates a new dimension of philosophy by establishing perspectivism as a method of thought. In a second moment, we show how Nietzschean perspectivism potentiates ways of thinking about education and curriculum that excel, no longer for unity and identity - metaphysical categories -, but for multiplicity and difference, since it does not resort to essentialisms and universalisms.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resúmen: Este artículo es el resultado de una investigación bibliográfica y tiene como objetivo analizar y debatir sobre la filosofía perspectivista de Nietzsche para mostrar las implicaciones para el campo de la educación y currículo. Con base en los escritos de Nietzsche y autores que dialogan con la obra nietzschiana, proponemos mostrar, al principio, que el filósofo alemán va más allá de los supuestos de la modernidad e inaugura una nueva dimensión de la filosofía al establecer el perspectivismo como un modo de pensamiento. En un segundo momento, mostramos cómo el perspectivismo nietzscheano potencia las formas de pensar sobre la educación y el currículo que se destacan, ya no por la unidad y la identidad - las categorías metafísicas - pero por la diversidad y la diferencia; ya que no recurre a los esencialismos y los universalismos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Nietzsche]]></kwd>
<kwd lng="pt"><![CDATA[Perspectivismo.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Nietzsche]]></kwd>
<kwd lng="en"><![CDATA[Perspectivism.]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Nietzsche]]></kwd>
<kwd lng="es"><![CDATA[Perspectivismo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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