<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742020000300738</article-id>
<article-id pub-id-type="doi">10.1590/198053147086</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[IDEOLOGÍAS CURRICULARES Y CONCEPCIONES SOBRE DIVERSIDAD Y JUSTICIA SOCIAL]]></article-title>
<article-title xml:lang="pt"><![CDATA[IDEOLOGIAS CURRICULARES E CONCEPÇÕES SOBRE DIVERSIDADE E JUSTIÇA SOCIAL]]></article-title>
<article-title xml:lang="fr"><![CDATA[IDÉOLOGIES CURRICULAIRES ET CONCEPTIONS DE LA DIVERSITÉ ET DE LA JUSTICE SOCIALE]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUM IDEOLOGIES AND CONCEPTIONS OF DIVERSITY AND SOCIAL JUSTICE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peña-Sandoval]]></surname>
<given-names><![CDATA[César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[Tatiana López]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Viña del Mar ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>50</volume>
<numero>177</numero>
<fpage>738</fpage>
<lpage>757</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742020000300738&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742020000300738&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742020000300738&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio buscó identificar las ideologías curriculares de futuros profesores y su vínculo con concepciones sobre diversidad y justicia social. Los datos se obtuvieron de la aplicación del inventario de ideologías curriculares a 231 participantes y entrevistas semiestructuradas a una muestra intencionada del total en una universidad chilena. Los resultados muestran que predomina la ideología Centrada en el Aprendizaje y que una proporción importante muestra eclecticismo ideológico. A pesar del foco en el aprendizaje, algunos defienden argumentos academicistas y eficientistas. Es gradual la relación entre ideologías y concepciones sobre diversidad y justicia, desde una marcada coherencia hasta ausencia de dicha relación. Finalmente, se discuten implicancias para la investigación y la formación inicial docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo se propôs a identificar as ideologias curriculares de futuros professores e seu vínculo com concepções sobre diversidade e justiça social. Os dados foram obtidos por meio da aplicação da lista de ideologias curriculares a 231 participantes e de entrevistas semiestruturadas a uma mostra selecionada de universitários chilenos. Os resultados demonstram o predomínio da ideologia Centrada na Aprendizagem e uma proporção importante mostra ecletismo ideológico. Apesar do foco na aprendizagem, alguns defendem argumentos acadêmicos e eficientistas. Há uma relação gradual entre ideologias e concepções sobre diversidade e justiça, de uma coerência marcante até a ausência de tal relação. Finalmente, são discutidas implicações para a pesquisa e a formação inicial docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude vise à identifier les idéologies curriculaires de futurs enseignants et leur rapport avec les conceptions de la diversité et de la justice sociale. Les données ont été obtenues en soumettant la liste des idéologies curriculaires à 231 participants et à travers des entrevues semi-structurées auprès d&#8217;un échantillon sélectionné d&#8217;étudiants universitaires chiliens. Les résultats obtenus indiquent que l&#8217;idéologie centrée sur l&#8217;apprentissage est prédominante et que l&#8217;éclectisme idéologique est aussi présent en grande proportion. Malgré l&#8217;accent mis sur l&#8217;apprentissage, quelques uns soutiennent des arguments académiques et efficientistes. Il existe une relation progressive entre les idéologies et les conceptions de la diversité et de la justice, allant d&#8217;une cohérence remarquable jusqu&#8217;à l&#8217;absence de relation. Les implications de ces résultats pour la recherche et la formation initiale des enseignants sont discutées en conclusion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this study, we aimed to identify the curriculum ideologies of preservice teachers and the relationship between those and their conceptions of diversity and social justice. Data were obtained from the application of the inventory of curriculum ideologies to 231 participants and semi-structured interviews to a purposeful sample of participants in a Chilean university. Results showed that the Learner Centered Ideology was predominant and that a significant number of participants showed ideological eclecticism. Despite the focus on learning, some defend Scholar Academic and Social Efficiency arguments. Moreover, there is a gradual relationship between ideologies and conceptions of diversity and justice, varying from a marked coherence to total absence of relationship. Finally, implications for research and initial teacher education are discussed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[FORMACIÓN DE PROFESORES]]></kwd>
<kwd lng="es"><![CDATA[CURRÍCULO]]></kwd>
<kwd lng="es"><![CDATA[IDEOLOGÍA]]></kwd>
<kwd lng="es"><![CDATA[JUSTICIA SOCIAL]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[CURRÍCULO]]></kwd>
<kwd lng="pt"><![CDATA[IDEOLOGIA]]></kwd>
<kwd lng="pt"><![CDATA[JUSTIÇA SOCIAL]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION DES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[CURRICULUM]]></kwd>
<kwd lng="fr"><![CDATA[IDÉOLOGIE]]></kwd>
<kwd lng="fr"><![CDATA[JUSTICE SOCIALE]]></kwd>
<kwd lng="en"><![CDATA[TEACHER EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[CURRICULUM]]></kwd>
<kwd lng="en"><![CDATA[IDEOLOGY]]></kwd>
<kwd lng="en"><![CDATA[SOCIAL JUSTICE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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