<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2017000300843</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.053.ao07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação escolar e currículo: uma abordagem cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[School education and curriculum: a cultural approach]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación escolar y currículo: un enfoque cultural]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Germinari]]></surname>
<given-names><![CDATA[Geyso Dongley]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedroso]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>53</numero>
<fpage>843</fpage>
<lpage>865</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000300843&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000300843&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000300843&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é resultado de reflexões acerca da relação entre seleção de conteúdos de ensino e currículo compreendido como artefato social e cultural. Para o desenvolvimento de tal estudo, contou-se com um arcabouço teórico que introduz os três conceitos que fundamentam a presente análise: cultura, educação e currículo. Tais temas foram abordados à luz de autores selecionados no sentido de apontar diferentes maneiras de compreensão e apropriação dos mesmos no contexto escolar, além de subsidiar a discussão referente à tradição seletiva e à constituição dos saberes escolares. A pesquisa bibliográfica conduziu metodologicamente a análise. A contribuição deste trabalho pode ser apontada particularmente quanto à possibilidade que se concretizou de compreender teoricamente a especificidade dos conteúdos de ensino escolar selecionados pelos dispositivos curriculares e sua relação com a cultura, entidade na perspectiva social e histórica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper is the result of reflections on the relationship between selection of teaching content and curriculum understood as social and cultural artifact. For the development of such a study, we used a theoretical framework that introduces the three concepts that underlie this analysis: culture, education and curriculum. These issues were addressed in the light of authors selected in order to point out different ways of understanding and ownership of them in schools, in addition to supporting the discussion relating to selective tradition and the establishment of school knowledge. The literature review conducted methodologically the analysis. The contribution of this work can be particularly pointed to the possibility that materialized theoretically understanding of the specificity of school education content selected by the curriculum devices and its relation to culture, social organization and historical perspective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es el resultado de reflexiones sobre la relación entre la selección del contenido de la enseñanza y el currículo entendido como artefacto cultural y social. Para el desarrollo de un estudio de este tipo, hemos contado con un marco teórico que introduce los tres conceptos que subyacen en este análisis: la cultura, la educación y el currículo. Estas cuestiones fueron tratadas a la luz de los autores seleccionados con el fin de señalar las diferentes formas de entender y la propiedad de ellos en las escuelas, además de apoyar la discusión relativa a la tradición selectiva y el establecimiento del conocimiento escolar. La literatura llevó a cabo el análisis metodológicamente. La contribución de este trabajo puede ser particularmente indicadas a la posibilidad de que se materializó comprender teóricamente la especificidad del contenido de la enseñanza escolar seleccionados por los dispositivos del plan de estudios y su relación con la cultura, la organización social y perspectiva histórica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="en"><![CDATA[Education School]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="es"><![CDATA[Educación escolar]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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