<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932023000100116</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a8001</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma abordagem antropológica sobre o currículo como espaço multicultural e etnicamente construído na diversidade brasileira]]></article-title>
<article-title xml:lang="en"><![CDATA[An anthropological approach to the curriculum as a multicultural and ethnically constructed space within Brazilian diversity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[José Dalvo Santiago da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo considera o currículo uma construção sócio-histórica em relação contínua de entidades, instituições, ideologias, culturas e etnias que molda o status quo social nas diferentes épocas. Objetiva dizer sobre a importância da antropologia social na composição e na efetivação do currículo da educação formal, exemplificando com as categorias de cultura e etnia. A metodologia utilizada é a bibliográfica em que se utilizaram teorias e postulados acadêmicos, tanto da referida disciplina como da pedagogia e da História. A sua realização é justificada a partir da importância do currículo no contexto da educação formal e motivada pela experiência docente deste autor na alfabetização indígena e na antropologia social em cursos de graduação nos últimos vinte anos no Brasil multicultural interpretado polissemicamente. Os resultados são em gerúndio contínuo, observados e testemunhados numa quase constatação de que a transversalidade de interpretações e de teorizações das diferentes áreas epistemológicas é importante na elaboração e na efetivação do currículo em sintonia com as diferenças sociais, culturais, ideológicas e étnicas que compõem a sociedade brasileira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article considers the curriculum a socio-historical construction in a continuous relationship of entities, beliefs, ideologies, cultures, and ethnicities that shape the social status quo in different times. It aims to discourse about the importance of social anthropology in the composition and implementation of the formal education curriculum, exemplifying with the categories of culture and ethnicity. This work employed a bibliographical methodology, in which theories and academic postulates were used, both from the referred discipline and from Pedagogy and History. Its realization is justified based on the curriculum&#8217;s relevance in formal education and motivated by this author's teaching experience in Indigenous literacy and social anthropology in undergraduate courses over the last twenty years in multicultural Brazil interpreted polysemically. The results are in a continuous gerund, observed and witnessed in an almost verification that the transversality of understanding and theorizations of the different epistemological areas is crucial in elaborating and implementing the curriculum in tune with the social, cultural, ideological and ethnic disparities that underpin the Brazilian society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação formal]]></kwd>
<kwd lng="pt"><![CDATA[Diferença étnica]]></kwd>
<kwd lng="pt"><![CDATA[Etnicidade]]></kwd>
<kwd lng="pt"><![CDATA[Relativismo cultural]]></kwd>
<kwd lng="en"><![CDATA[Formal education]]></kwd>
<kwd lng="en"><![CDATA[Ethnic difference]]></kwd>
<kwd lng="en"><![CDATA[Ethnicity]]></kwd>
<kwd lng="en"><![CDATA[Cultural relativism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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