<?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>S1809-38762023000100318</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2023v21e55939</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os Desafios de Pensar um Currículo Contra-Hegemônico na Escola do Campo no Contexto da Implementação da BNCC]]></article-title>
<article-title xml:lang="en"><![CDATA[The Challenges of Thinking an Counter-Hegemonic Curriculum in Country School in the Context of BNCC Implementation]]></article-title>
<article-title xml:lang="es"><![CDATA[Los Desafíos de Pensar un Currículo Contrahegemónico en la Escuela de Campo en el Contexto de la Implementación del BNCC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[Maria Aires de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[Bruno Alysson Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[Frederico Jorge Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Maurício de Nassau  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Rede Pública e Municipal de Educação do Município de Fortaleza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará Faculdade de Educação de Itapipoca ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762023000100318&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762023000100318&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762023000100318&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem o intuito de apontar alguns dos desafios de efetivação do currículo da escola do campo em uma perspectiva contra-hegemônica no cenário de implementação da Base Nacional Comum Curricular (BNCC) e com foco no ensino de competências. Como procedimentos metodológicos, utilizou-se a análise qualitativa a partir dos fundamentos do método materialismo histórico, munido de uma revisão sistemática de periódicos científicos na área de educação que versam sobre a relação entre a implementação da BNCC e o currículo do campo no período da data de homologação desta até agosto de 2021. Como resultado da investigação, conclui-se que a construção de um currículo dos povos do campo continua sendo um instrumento contra-hegemônico na luta pelo direito ao saber sistematizado, pela terra e, principalmente, no atendimento às necessidades específicas para a emancipação dos sujeitos do campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to point out some of the challenges of implementing the rural school curriculum from a counter-hegemonic perspective in the Common National Curriculum Base (BNCC) implementation scenario and focus on the teaching of skills. As methodological procedures, qualitative analysis was used from the foundations of the historical materialism method, armed with a systematic review of scientific journals in the area of education that deal with the relationship between the implementation of the BNCC and the field curriculum in the period from the date of ratification of the BNCC until August 2021. As a result of the investigation, it is concluded that the construction of a curriculum for rural peoples continues to be a counter-hegemonic instrument in the struggle for the right to systematized knowledge, in the struggle for land and, mainly, in service to the specific needs for the emancipation of rural subjects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo señalar algunos de los desafíos de implementar el currículo escolar rural desde una perspectiva contrahegemónica en el escenario de implementación del Base Curricular Nacional Común (BNCC) y enfocarse en la enseñanza de habilidades. Como procedimientos metodológicos, se utilizó el análisis cualitativo desde los fundamentos del método del materialismo histórico, armado con una revisión sistemática de revistas científicas del área de educación que abordan la relación entre la implementación del BNCC y el currículo de campo en el período. desde la fecha de ratificación del BNCC hasta agosto de 2021. Como resultado de la investigación, se concluye que la construcción de un currículo para los pueblos rurales sigue siendo un instrumento contrahegemónico en la lucha por el derecho al conocimiento sistematizado, en la lucha por la tierra y, principalmente, al servicio de las necesidades específicas para la emancipación de los sujetos rurales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação do campo]]></kwd>
<kwd lng="pt"><![CDATA[escola do campo]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[hegemonia]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[countryside education]]></kwd>
<kwd lng="en"><![CDATA[country school]]></kwd>
<kwd lng="en"><![CDATA[school curriculum]]></kwd>
<kwd lng="en"><![CDATA[hegemony]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="es"><![CDATA[escuela de campo]]></kwd>
<kwd lng="es"><![CDATA[reanudar]]></kwd>
<kwd lng="es"><![CDATA[hegemonía]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[Paulino José]]></given-names>
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</person-group>
<source><![CDATA[A pedagogia histórico-crítica, as políticas educacionais e a Base Nacional Comum Curricular]]></source>
<year>2020</year>
<page-range>131-60</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[ZIENTARSKI]]></surname>
<given-names><![CDATA[Clarice]]></given-names>
</name>
<name>
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<name>
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<given-names><![CDATA[Sônia de Oliveira]]></given-names>
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<article-title xml:lang=""><![CDATA[Formação de professores(as) do campo: uma política no contexto das mutações no mundo do trabalho]]></article-title>
<source><![CDATA[Revista e-Curriculum]]></source>
<year>2020</year>
<volume>18</volume>
<numero>1</numero>
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<page-range>236-61</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
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</article>
