<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762015000100147</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2015v13i1p147-168</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sexualidade, gênero e aprendizagens narrativas no currículo escolar da infância]]></article-title>
<article-title xml:lang="en"><![CDATA[Sexuality, gender and narrative learning in children&#8217;s school curriculum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schindhelm]]></surname>
<given-names><![CDATA[Virginia Georg]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hora]]></surname>
<given-names><![CDATA[Dayse Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Sociedade Educacional Fluminense Faculdade de Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Petrópolis Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>147</fpage>
<lpage>168</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762015000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762015000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762015000100147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo investiga, a partir das discuss&#245;es de Goodson sobre aprendizagens narrativas, o papel do(a) educador(a) infantil na constru&#231;&#227;o de g&#234;nero e sexualidade das crian&#231;as e reflete de que forma essa tem&#225;tica aparece no curr&#237;culo praticado, principalmente naquilo que n&#227;o foi planejado, todavia est&#225; presente no cotidiano escolar. Situa&#231;&#245;es cotidianas na escola promovem confrontos e embaralhamentos nos adultos acerca dos temas g&#234;nero e sexualidade, porque foram aprendidas de modo informal, sem conceitos ou explica&#231;&#245;es, todavia produtos de mitos e tabus constru&#237;dos numa sociedade que ainda os v&#234; como inapropriados para trabalhar com as crian&#231;as. Mesmo assim, aparecem como formas de aprendizagens duradouras que comp&#245;em os curr&#237;culos praticados no dia-a-dia da educa&#231;&#227;o para a inf&#226;ncia - o curr&#237;culo como narrativa. O texto apresenta experi&#234;ncias de educadore(a)s vivenciadas em duas creches p&#250;blicas fluminenses e algumas an&#225;lises acerca de omiss&#245;es, de desaprova&#231;&#245;es ou de formas de comunica&#231;&#227;o n&#227;o verbal oriundas de acervos de aprendizagens constitutivas de hist&#243;rias de vidas que influenciam diretamente pr&#225;ticas educacionais nos espa&#231;os infantis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  According to Goodson&#8217;s discussions about narrative learning this article analyzes the infant educator&#8217;s role in children&#8217;s gender and sexuality construction and also thinks in which way it appears in the school curriculum, especially in situations which were not planned however are daily present in school. Common school situations about gender and sexuality themes raise conflict of ideas and adult&#8217;s embarrassing as they were learnt in an informal way without models or explanations, however they were myth and taboos products raised in a society which face them as incorrect to be worked with children. Even then they appear as lasting learning ways which daily take part of the curriculum practiced on children education - the curriculum as a narrative. This text presents educators&#8217; experience lived in two infant public schools in Rio de Janeiro and also some analysis about the omission, disapproval or non-verbal communication originating from the material learnt of life stories which directly influence on educational practices in kindergartens. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagens Narrativas]]></kwd>
<kwd lng="pt"><![CDATA[Gênero e Sexualidade]]></kwd>
<kwd lng="pt"><![CDATA[Currículo da Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[Narrative Learning]]></kwd>
<kwd lng="en"><![CDATA[Gender and Sexuality]]></kwd>
<kwd lng="en"><![CDATA[Infant Education&#8217;s Curriculum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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