<?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>S1809-38762020000100063</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i1p63-84</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DOSSIÊS DA ABDC E TCI: CARTOGRAFIA DOS ENUNCIADOS DISCURSIVOS AGENCIADOS NAS TEMÁTICAS DOS ARTIGOS]]></article-title>
<article-title xml:lang="en"><![CDATA[ABDC AND TCI DOSSIERS: CARTOGRAPHY OF DISCURSIVE STATEMENTS ORGANIZED IN THE THEMES OF THE ARTICLES]]></article-title>
<article-title xml:lang="es"><![CDATA[DOSSIERS DE LA ABDC Y TCI: CARTOGRAFÍA DE LOS ENUNCIADOS DISCURSIVOS GESTIONADOS EN LAS TEMÁTICAS DE LOS ARTÍCULOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SCHUCHTER]]></surname>
<given-names><![CDATA[Terezinha Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PAOLIELLO]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOREIRA]]></surname>
<given-names><![CDATA[Nilcéa Elias Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>63</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000100063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, analisam-se práticas discursivas do periódico Transnational Curriculum Inquiry, no período de 2010 a 2016, e dos dossiês organizados pela Associação Brasileira de Currículo, publicados nos periódicos e-Curriculum, Currículo sem Fronteiras e Teias, entre 2012 e 2016. O objetivo foi mapear as temáticas abordadas nos artigos. Utiliza-se como metodologia a análise da discursividade, a partir do mapeamento cartográfico-discursivo, de modo a problematizar os enunciados que marcaram os discursos dos autores, as temáticas que emergem nesses discursos, as regularidades e as irregularidades que os marcam e quais são as aproximações entre os discursos manifestados nos quatro periódicos. Apresenta-se um agrupamento com 34 eixos temáticos, com destaque para: as políticas educacionais atuais e suas implicações para a escola, o trabalho docente e o currículo; a profissionalização docente, o currículo e a formação de professor; os temas contemporâneos como cosmopolitismo, transnacionalização, desconstrução e reconceitualização curricular, multiculturalismo, diversidade cultural, políticas de inclusão, diferenças, gênero, feminismo e sexualidade. Destacam-se, ainda, trabalhos relacionados à Base Nacional Curricular Comum; ao currículo-afeto, ao currículo-redes de conversações coletivas e à produção de desejo; às relações entre currículo, cultura, cotidiano, diferenças, entre outros. As temáticas abordadas nos artigos retratam o movimento histórico, político, educacional e econômico em que se está imerso e são reveladoras da organização molar que tenta se impor, mas apontam que isso não impede as afecções, os afetos felizes, os bons encontros, as energias moleculares, as linhas de fuga. Os resultados mostram, ainda, que sempre vaza alguma coisa; há sempre algo que escapa à máquina de sobrecodificação. Os artigos são reveladores desse movimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this paper, the discursive practices of the journal Transnational Curriculum Inquiry between 2010 and 2016, and the dossiers organized by the Brazilian Association of Curriculum, published in the journals e-Curriculum, Currículo Sem Fronteiras and Teias, between 2012 and 2016, are analyzed. The aim was to map the topics covered in the articles. The methodology used is the discourse analysis, based on cartographic-discursive mapping, in order to problematize the statements that marked the discourses of the authors, the themes that emerge in these discourses, the regularities and irregularities that mark them and what are the approximations between the discourses expressed in the four journals. A cluster with 34 thematic axes are presented, highlighting: current education policies and their implications for school, teaching work and curriculum; teacher professionalization, curriculum and teacher training; contemporary themes such as cosmopolitanism, transnationalization, deconstruction and curriculum reconceptualization, multiculturalism, cultural diversity, inclusion policies, differences, gender, feminism and sexuality. It is also emphasized works related to the National Common Curricular Base; to the curriculum-affection, curriculum-networks of collective discussions and production of desire; to the relations between curriculum, culture, daily life, differences, among others. The themes reported in the articles portray the historical, political, educational and economic movement in which we are immersed and reveal the molar organization that tries to impose itself, but they point out that this does not prevent affections, happy affections, good meetings, molecular energies and the escape lines. The results show that there is always something leaking; there is always something that escapes the overcoding machine. The articles are revealing of this movement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo se analizan prácticas discursivas del periódico Transnational curriculum Inquiry, en el período 2010 a 2016, y de los dossiers organizados por la Asociación Brasileña de Currículo, publicados en los periódicos e-Curriculum, Currículo sem Fronteiras y Teias, entre 2012 y 2016. El objetivo fue mapear las temáticas estudiadas en los artículos. Se utiliza como metodología el análisis de la discursividad, basada en el mapeamento cartográfico-discursivo, de modo a problematizar los enunciados que marcaron los discursos de los autores, las temáticas que resultan de esos discursos, las regularidades e irregularidades que los marcan y cuáles son los acercamientos entre los discursos manifestados en los cuatro periódicos. Se presenta un agrupamiento con 34 ejes temáticos, con énfasis en: las políticas educacionales actuales y sus implicaciones para la escuela, para el trabajo docente y el currículo; la profesionalización docente, el currículo y la formación de profesor; los temas contemporáneos como cosmopolitismo, transnacionalización, deconstrucción y reconceptualización curricular, multiculturalismo, diversidad cultural, políticas de inclusión, diferencias, género, feminismo y sexualidad. Se destacan, aún, trabajos relacionados a la Base Nacional Curricular Común; al currículo-afecto, al currículo-redes de conversaciones colectivas y a la producción de deseo; a las relaciones entre currículo, cultura, cotidiano, diferencias, entre otros. Las temáticas trabajadas tratadas en los artículos retratan el movimiento histórico, político educacional y económico en el que se está inmerso y son reveladoras de la organización molar que intenta imponerse, pero apuntan que eso no impide las afecciones, los afectos felices, los buenos encuentros, las energías moleculares, las líneas de fuga. Los resultados muestran, aún, que siempre que se escapa alguna cosa; y hay siempre algo que escapa a la máquina de sobrecodificación. Los artículos son reveladores de ese movimiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[e-Curriculum]]></kwd>
<kwd lng="pt"><![CDATA[Teias]]></kwd>
<kwd lng="pt"><![CDATA[Currículo Sem Fronteiras]]></kwd>
<kwd lng="pt"><![CDATA[Transnational Curriculum Inquiry]]></kwd>
<kwd lng="pt"><![CDATA[Temáticas]]></kwd>
<kwd lng="en"><![CDATA[e-Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Teias]]></kwd>
<kwd lng="en"><![CDATA[Currículo Sem Fronteiras]]></kwd>
<kwd lng="en"><![CDATA[Transnational Curriculum Inquiry]]></kwd>
<kwd lng="en"><![CDATA[Themes]]></kwd>
<kwd lng="es"><![CDATA[e-Curriculum]]></kwd>
<kwd lng="es"><![CDATA[Teias]]></kwd>
<kwd lng="es"><![CDATA[Currículo Sem Fronteiras]]></kwd>
<kwd lng="es"><![CDATA[Transnational Curriculum Inquiry]]></kwd>
<kwd lng="es"><![CDATA[Temáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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