<?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>S1809-38762018000300594</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2018v16i3p594-620</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CURRÍCULO E CONHECIMENTO ESCOLAR COMO MEDIADORES EPISTEMOLÓGICOS DO PROJETO DE NAÇÃO E DE CIDADANIA]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUM AND SCHOOL KNOWLEDGE AS EPISTEMOLOGICAL MEDIATORS OF THE PROJECT OF NATION AND CITIZENSHIP]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Fernando José de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Maria da Graça Moreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Programa de Pós-Graduação em Educação: Currículo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Programa de Pós-Graduação em Educação: Currículo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>16</volume>
<numero>3</numero>
<fpage>594</fpage>
<lpage>620</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762018000300594&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762018000300594&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762018000300594&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tece o di&#225;logo entre curr&#237;culo e conhecimento escolar, frente &#224;s crescentes demandas e responsabilidades educacionais, n&#227;o tipicamente escolares, originadas nas &#250;ltimas d&#233;cadas do s&#233;culo XX. Reconhece e nomeia as tens&#245;es inerentes ao contexto educacional contempor&#226;neo e suas vari&#225;veis e, para fomentar o di&#225;logo, revisita brevemente as ra&#237;zes da educa&#231;&#227;o integral escolanovistas, bem como os marcos da constru&#231;&#227;o das pol&#237;ticas educacionais brasileiras culminando com a Base Nacional Comum Curricular (BNCC). Versa sobre a centralidade epistemol&#243;gica do conhecimento escolar que cabe &#224; finalidade da escola e &#224; sua coerente compet&#234;ncia como ag&#234;ncia social de forma&#231;&#227;o do conhecimento de gera&#231;&#245;es. O artigo contribui com o di&#225;logo apontando caminhos para a constru&#231;&#227;o de um desenho curricular que aproxime o conhecimento social do conhecimento cultural, lingu&#237;stico, cient&#237;fico e hist&#243;rico, para consolidar um trabalho escolar de forma&#231;&#227;o de compet&#234;ncias cognitivas dos estudantes na participa&#231;&#227;o da vida e de um digno viver coletivo. Conclui, provis&#243;ria e preocupadamente, que as vari&#225;veis culturais e pol&#237;ticas que marcaram o cen&#225;rio onde o debate curricular ocorreu, se organizam em torno da car&#234;ncia que o pensamento estrat&#233;gico sobre curr&#237;culo acontece, sobre a pouca clareza do que seja o conhecimento escolar como espa&#231;o epistemol&#243;gico de desenvolvimento do pensamento de um pa&#237;s e de uma indefini&#231;&#227;o da fun&#231;&#227;o do estado como institui&#231;&#227;o social que cuida da educa&#231;&#227;o como direito de todos e como bem p&#250;blico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper addresses the dialogue between curriculum and school knowledge, facing the growing demands and educational responsibilities, not typically the school ones, originated in the last decades of the twentieth century. It recognizes and names the tensions inherent in the contemporary educational context and its variables and, in order to foster dialogue, revisits the roots of the new school integral education, as well as the milestones for the construction of Brazilian education policies culminating with the National Common Curricular Base. It discusses about the epistemological centrality of school knowledge that is the purpose of the school and its coherent competence as a social agency of knowledge formation of generations. The paper contributes with the dialogue pointing out ways to construct a curricular design that brings social knowledge closer to cultural, linguistic, scientific and historical knowledge, in order to consolidate a school work of cognitive skill formation of students in the participation of life and a dignified collective living. It provisionally and worriedly concludes that the cultural and political variables that marked the scenario where curricular debate occurred are organized around the lack of strategic thinking about curriculum, the lack of clarity of what school knowledge is as an epistemological space of development of the thought of a country, and a lack of definition of the function of the state as a social institution that takes care of education as a right of all and as public well-being.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento escolar]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="pt"><![CDATA[Educação integral.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[School knowledge]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="en"><![CDATA[Integral education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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