<?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>S1809-38762025000100108</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2025v23e69511</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crise e controle? A operação da accountability nas produções curriculares e nos processos de subjetivação]]></article-title>
<article-title xml:lang="en"><![CDATA[Crisis and control? The operation of accountability in curricular productions and in subjectivation processes]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Crisis y control? El funcionamiento de la accountability en las producciones curriculares y en los procesos de subjetivación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Divane Oliveira de Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Leandra Cristine Pianco da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Viviane Rauane Bezerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Kátia Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762025000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762025000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762025000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo investiga a accountability como responsabilização no campo educacional, analisando suas implicações nas produções curriculares e, por conseguinte, na formação de subjetividades. O objetivo deste trabalho é explorar como essa prática, vinda do campo contábil, se enraizou e transformou políticas educacionais, construindo afetos e subjetivações. Adota-se a Teoria do Discurso Pós-estruturalista de Laclau e Mouffe (2015), com a abordagem das Lógicas de Explicação Crítica de Glynos e Howarth (2007, 2018). Metodologicamente, o estudo destaca como a accountability é produzida e mantida discursivamente. A análise aponta que essa prática remodela o imaginário coletivo por meio da promessa e da fantasia de um currículo padronizado capaz de superar uma suposta crise educacional. Nesse movimento, emergem as lógicas da accountability operando na tentativa de controlar o trabalho pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article investigates accountability as a form of responsibilization in the educational field, analyzing its implications for curricular productions and, consequently, for the formation of subjectivities. The objective of this study is to explore how this practice, originally from the accounting field, has taken root and transformed education policies, shaping affects and subjectivities. The Poststructuralist Discourse Theory of Laclau and Mouffe (2015) is adopted, along with the Logics of Critical Explanation proposed by Glynos and Howarth (2007, 2018). Methodologically, the study highlights how accountability is discursively produced and sustained. The analysis shows that this practice reshapes the collective imaginary through the promise and fantasy of a standardized curriculum capable of resolving a supposed educational crisis. In this dynamic, the logics of accountability emerge, operating in an attempt to control pedagogical work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo investiga la accountability como forma de responsabilización en el campo educativo, analizando sus implicaciones en las producciones curriculares y, en consecuencia, en la formación de subjetividades. El objetivo de este trabajo es explorar cómo esta práctica, proveniente del ámbito contable, se ha arraigado y ha transformado las políticas educativas, configurando afectos y subjetividades. Se adopta la Teoría del Discurso Postestructuralista de Laclau y Mouffe (2015), junto con el enfoque de la Lógica de la Explicación Crítica de Glynos y Howarth (2007, 2018). Metodológicamente, el estudio destaca cómo la accountability se produce y se sostiene discursivamente. El análisis señala que esta práctica remodela el imaginario colectivo mediante la promesa y la fantasía de un currículo estandarizado capaz de superar una supuesta crisis educativa. En esta dinámica, se observa cómo operan las lógicas de la accountability al intentar controlar el trabajo pedagógico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[responsabilização educacional]]></kwd>
<kwd lng="pt"><![CDATA[processos de subjetivação]]></kwd>
<kwd lng="pt"><![CDATA[afeto]]></kwd>
<kwd lng="pt"><![CDATA[identificações]]></kwd>
<kwd lng="pt"><![CDATA[estudos da fantasia]]></kwd>
<kwd lng="en"><![CDATA[educational accountability]]></kwd>
<kwd lng="en"><![CDATA[subjectivation processes]]></kwd>
<kwd lng="en"><![CDATA[affect]]></kwd>
<kwd lng="en"><![CDATA[identifications]]></kwd>
<kwd lng="en"><![CDATA[fantasy studies]]></kwd>
<kwd lng="es"><![CDATA[responsabilidad educativa]]></kwd>
<kwd lng="es"><![CDATA[procesos de subjetivación]]></kwd>
<kwd lng="es"><![CDATA[afecto]]></kwd>
<kwd lng="es"><![CDATA[identificaciones]]></kwd>
<kwd lng="es"><![CDATA[estudios de fantasía]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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