<?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[Rev. 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>S1809-38762016000401499</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i4p1499</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Etnografia educacional e análise de discurso: uma bricolagem metodológica para pesquisar currículos]]></article-title>
<article-title xml:lang="en"><![CDATA[Ethnography educational and analysis of speech: a methodological bricolage to research curriculum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caldeira]]></surname>
<given-names><![CDATA[Maria Carolina da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paraíso]]></surname>
<given-names><![CDATA[Marlucy Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>14</volume>
<numero>4</numero>
<fpage>1499</fpage>
<lpage>1526</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000401499&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000401499&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000401499&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A etnografia educacional quando usada junto com a an&#225;lise do discurso em pesquisas p&#243;s-cr&#237;ticas e p&#243;s-estruturalistas do curr&#237;culo tem sido colocada sob rasura. Isso porque &#233; preciso fazer escolhas cuidadosas, arranjos arriscados e recortes precisos para n&#227;o fazermos jun&#231;&#245;es te&#243;rico-metodol&#243;gicas indefens&#225;veis. Tendo em vista que tanto a etnografia como a an&#225;lise de discurso apresentam procedimentos &#250;teis e produtivos para a &#8220;produ&#231;&#227;o de informa&#231;&#245;es&#8221; e para as an&#225;lises nas pesquisas curriculares que n&#227;o desejamos descartar, este artigo tem como objetivo mostrar as potencialidades e os riscos da bricolagem feita com a an&#225;lise de discurso de inspira&#231;&#227;o foucaultiana e a etnografia p&#243;s-moderna para investigar um curr&#237;culo. Aqui discutiremos essas potencialidades e os riscos mostrando o que foi feito em uma pesquisa que investigou o curr&#237;culo de uma turma de primeiro ano do ensino fundamental. O argumento desenvolvido &#233; o de que h&#225; procedimentos, posturas e pr&#225;ticas que permitem uma aproxima&#231;&#227;o entre essas metodologias, ainda que, para isso, seja preciso realizar sele&#231;&#245;es e recortes e estar sempre atento/a a poss&#237;veis incongru&#234;ncias entre eles. Para isso, este artigo inicialmente sintetiza semelhan&#231;as e diferen&#231;as entre a etnografia e a an&#225;lise de discurso. Em seguida, mostra o uso que foi feito na pesquisa realizada da descri&#231;&#227;o densa, proposta pela etnografia, e da descri&#231;&#227;o minuciosa, realizada pela an&#225;lise de discurso. Por fim, discutimos a import&#226;ncia do &#8220;perspectivismo&#8221; e do &#8220;estranhamento de si mesmo&#8221; para realizar a bricolagem metodol&#243;gica feita na investiga&#231;&#227;o que d&#225; base para este artigo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Educational ethnography when used together with the analysis of discourse in post-critical research and curriculum poststructuralist has been placed under erasure. That's because we need to make careful choices, risky arrangements and precise cutouts to avoid theoretical and methodological indefensible joints. Considering that both ethnography as discourse analysis, have useful and productive procedures for the &#8220;data production" and the analysis in curriculum research that does not wish to discard, this article aims to show the potential and the risks of bricolage made with speech analysis of Foucault's inspiration and postmodern ethnography to investigate a resume. Here we will discuss these potential risks and showing what has been done in a study that examined the curriculum of a class of first year of elementary school. The argument developed is that there are procedures, attitudes and practices that allow an approximation of these methods, though, for this, have to perform selections and clippings and always be alert to possible inconsistencies between them. Therefore, this article first summarises similarities and differences between ethnography and discourse analysis. It then shows the use made in the survey of thick description, proposed by ethnography, and detailed description held by discourse analysis. Finally, we discuss the importance of "perspectivism" and "strangeness of the self" to carry out the methodological bricolage made in research that gives basis for this article.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisas em Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias Pós-Críticas]]></kwd>
<kwd lng="pt"><![CDATA[Etnografia]]></kwd>
<kwd lng="pt"><![CDATA[Análise de Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Bricolagem]]></kwd>
<kwd lng="en"><![CDATA[Research in Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Post-Critical Methodologies]]></kwd>
<kwd lng="en"><![CDATA[Ethnography]]></kwd>
<kwd lng="en"><![CDATA[Discourse Analysis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
