<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602017000300197</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2017v7n3id354</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CURRÍCULO: a teia dos arranjos sociais na educação de jovens e adultos]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUM: the web of social arrangements in youth and adults education]]></article-title>
<article-title xml:lang="es"><![CDATA[CURRÍCULO: la tela de los arreglos sociales en la educación de jóvenes y adultos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Cristiane Alves da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Diene da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Sônia Maria Alves de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>3</numero>
<fpage>197</fpage>
<lpage>222</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602017000300197&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602017000300197&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602017000300197&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente trabalho tem como problemática investigativa o seguinte questionamento: como o currículo escolar pode influenciar ou ser determinante na inclusão e/ou na exclusão dos educandos que precisam de Atendimento Educacional Especializado (AEE) na Educação de Jovens e Adultos (EJA)? Alguns dos objetivos de pesquisa são: destacar as teorias que versam sobre o currículo e suas contribuições para a compreensão da dinâmica curricular na Educação de Jovens e Adultos; perceber, por meio da análise do currículo formal e ação, os conteúdos que fortalecem a relação entre currículo e poder; identificar, mediante o currículo escolar, como ocorre (ou não) o processo de inclusão dos educandos com necessidades de AEE. Fez-se uma pesquisa de campo, com abordagem qualitativa, em uma escola da rede municipal de Ensino que oferta a Educação de Jovens e Adultos nos turnos vespertino e noturno. Os instrumentos de coleta de dados constituíram-se em entrevista semiestruturada, questionário, análise documental e observação das práticas pedagógicas nos espaços e nos tempos da sala de aula. Conclui-se que as dificuldades de aprendizagem que os jovens da turma de EJA possuem provavelmente não serão superadas se as práticas pedagógicas dos professores e a forma como estes concebem o currículo (formal e ação) não forem repensadas. Os dados mostram que os jovens da EJA questionam o currículo e pedem uma reconfiguração curricular que atenda a suas particularidades para aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The presented work has as a problematic investigative the following question: How the school curriculum can influence or determine the inclusion and/or the exclusion of learners with needs of Specialized Educational Service at EJA? Some of the research goals are: to highlight the theories that deal with curriculum and its contributions to the understanding of the curricular dynamics in the Youth and Adult Education; to perceive, through the analysis of the formal curriculum and action, the contents that strengthen the relation between curriculum and power; to identify how happens (or not) the process of inclusion of learners with Specialized Educational Assistance needs through the school curriculum. A field research was carried out with a qualitative approach, in a school of the Municipal Education Network that offers Youth and Adult Education in the afternoon and evening shifts. Data collection instruments consisted of a semi-structured interview, questionnaire, documentary analysis and observation of pedagogical practices in the spaces and times of the classroom. It is concluded that the learning difficulties that young people in the EJA class have can hardly be overcome if the teachers' pedagogical practices and the way they conceive the curriculum (formal and action) were not rethought. The data show that youth of the EJA question the curriculum and ask for a curricular reconfiguration that accords their particularities for learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente trabajo tiene como problemática investigativa el siguiente cuestionamiento: ¿cómo el currículo escolar puede influir o ser determinante en la inclusión y/o en la exclusión del alumnado que necesita de la Atención Educativa Especializada (AEE) en la Educación de Jóvenes y Adultos (EJA)? Algunos de los objetivos de la investigación son: destacar las teorías que versan acerca del currículo y de sus contribuciones para la comprensión de la dinámica curricular en la Educación de Jóvenes y Adultos; percibir, a través del análisis del currículo formal y activo, los contenidos que fortalecen la relación entre currículo y poder; e identificar, por medio del currículo escolar, cómo ocurre (o no) el proceso de inclusión de los alumnos con necesidad de AEE. Se hizo una investigación de campo, con abordaje cualitativo, en una escuela municipal que oferta la Educación de Jóvenes y Adultos en los turnos vespertino y nocturno. Se utilizó estos instrumentos de recolección de datos: entrevista semiestructurada, cuestionario, análisis documental y observación de las prácticas pedagógicas en los espacios y en los tiempos del aula. Se concluye que las dificultades de aprendizaje que los jóvenes del aula de EJA poseen probablemente no serán superadas si las prácticas pedagógicas del profesorado y la manera como este comprende el currículo (formal y activo) no fueren repensadas. Los datos muestran que los jóvenes de la EJA cuestionan el currículo y piden un cambio que considere sus particularidades para aprender.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Education]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Educación de Jóvenes y Adultos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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