<?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>S1809-38762022000200552</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2022v20i2p552-571</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Atravessamentos moderno/coloniais no currículo:]]></article-title>
<article-title xml:lang="en"><![CDATA[Modern/colonial crossings on the curriculum:]]></article-title>
<article-title xml:lang="es"><![CDATA[Cruzamientos moderno/coloniales en el currículo:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CRUZ]]></surname>
<given-names><![CDATA[Marcelly Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVEIRA]]></surname>
<given-names><![CDATA[Éder da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Prolam ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Santa Cruz do Sul 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>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>552</fpage>
<lpage>571</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762022000200552&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762022000200552&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762022000200552&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, busca-se identificar e analisar as manifestações da matriz colonial de poder no currículo de um curso de graduação em Relações Internacionais no estado do Rio Grande do Sul-Brasil. Realiza-se uma análise crítica e qualitativa do Projeto Pedagógico de Curso (PPC) a partir de interlocuções teóricas entre currículo e de(s)colonialidade à luz da Análise Textual Discursiva. Argumenta-se que, na modernidade/colonialidade, o currículo se constitui também como dispositivo colonial de regulação e controle. As colonialidades do ser, do poder e do saber nele se manifestam e orientam sua dimensão prescrita, real e oculta. A análise reconhece que a universidade incorpora e reproduz o paradigma da modernidade, reforçando essas colonialidades no e por meio do currículo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper seeks to identify and analyze the manifestations of the colonial matrix of power in the curriculum of an undergraduate course in International Relations in the state of Rio Grande do Sul-Brazil. A critical and qualitative analysis of the Course Pedagogical Project (PPC) is carried out based on theoretical interlocutions between curriculum and de(s)coloniality in the light of Textual Discourse Analysis. It is argued that in modernity/coloniality the curriculum is also constituted as a colonial device of regulation and control. The coloniality of being, power, and knowledge manifest in it and guide its prescribed, real, and hidden dimensions. The analysis recognizes that the university incorporates and reproduces the paradigm of modernity, reinforcing these colonialities in and through the curriculum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo busca identificar y analizar las manifestaciones de la matriz colonial de poder en el currículo de un curso superior en Relaciones Internacionales en el estado de Rio Grande do Sul-Brasil. Se realiza un análisis crítico y cualitativo del Proyecto de Curso Pedagógico (PPC) a partir de las interlocuciones teóricas entre currículo y de(s)colonialidad a la luz del Análisis Textual Discursiva. Se argumenta que en la modernidad/colonialidad el currículo también se constituye como un dispositivo colonial de regulación y control. La colonialidad del ser, del poder y del saber se manifiestan en el currículo y guían su dimensión prescrita, real y oculta. El análisis reconoce que la universidad incorpora y reproduce el paradigma de la modernidad, reforzando estas colonialidades en y a través del currículo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[matriz colonial de poder]]></kwd>
<kwd lng="pt"><![CDATA[relações internacionais]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[decoloniality]]></kwd>
<kwd lng="en"><![CDATA[colonial matrix of power]]></kwd>
<kwd lng="en"><![CDATA[international relations]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[decolonialidade]]></kwd>
<kwd lng="es"><![CDATA[matriz colonial de poder]]></kwd>
<kwd lng="es"><![CDATA[relaciones internacionales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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