<?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>S1981-416x2022000301339</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.074.ao05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A cidade como foco de análise em pesquisas no campo do currículo]]></article-title>
<article-title xml:lang="en"><![CDATA[The city as a focus of analysis in research in the field of curriculum]]></article-title>
<article-title xml:lang="es"><![CDATA[La ciudad como foco de análisis en la investigación en el campo del currículo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[THIESEN]]></surname>
<given-names><![CDATA[JUARES DA SILVA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PONCE]]></surname>
<given-names><![CDATA[BRANCA JUREMA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>74</numero>
<fpage>1339</fpage>
<lpage>1359</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000301339&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000301339&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000301339&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A finalidade do artigo é destacar a contribuição dos estudos curriculares no debate da relação entre currículo escolar e vida na cidade, tomando-se como pressupostos que os territórios da cidade educam, que seus espaços constituem currículos abertos a experiências, aprendizagens e desenvolvimento humano e que a formação pode se tornar mais ampla e significativa quando a escola passa a conceber a cidade como constituinte de seu currículo. O trabalho é resultado da produção de um estado do conhecimento sobre o referido tema, ancorado por uma discussão de fundo teórico. No texto, inicialmente apresentamos o resultado do estado do conhecimento, visando revelar o que já existe de produção científica no Brasil tratando da relação currículo e vida na cidade. Em seguida, caracterizamos brevemente nossa compreensão teórica sobre essa relação e, na última seção, com base nos indicativos das duas primeiras, apontamos possíveis lacunas e possibilidades de pesquisa como desafios para o campo dos estudos curriculares. Entre outros aspectos, o trabalho revela haver significativa produção científica relacionada com o tema, conduzida especialmente por áreas científicas e de conhecimento tais como a geografia, a arquitetura, a educação física, a história da educação, entre outras. A participação de pesquisadores filiados ao campo dos estudos curriculares tem sido baixa nessa produção, por isso a integração mais substantiva na relação currículo-cidade segue constituindo um grande desafio para a formação escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of the article is to highlight the contribution of curricular studies in the debate about the relationship between school curriculum and life in the city, with the suppositions that urban territories educate; that city spaces constitute curriculums open to experiences, learning and human development; and that education can become broader and significant when schools conceive of the city as a constituent of curriculum. The study is the result of a review of the state of knowledge about the theme, anchored by a theoretical discussion. The text first presents the result of the evaluation of the state of knowledge to reveal what already exists in scientific production in Brazil about the relationship between curriculum and urban life. We then briefly characterize our theoretical understanding of this relationship. The last section, considering the indications of the first two, identifies possible gaps and research opportunities as challenges for the field of curriculum studies. Among other aspects, the study reveals that there is significant scientific production about the theme, which has been conducted especially by fields of science and knowledge such as geography, architecture, physical education, the history of education and others. The fact that the participation of researchers affiliated to the field of curriculum studies has been low in this production continues to be a great challenge for school education as is the need for their more substantive integration in the curriculum-city relationship.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene como objetivo resaltar la contribución de los estudios curriculares al debate sobre la relación entre currículo escolar y la vida de la ciudad, con los presupuestos que los territorios de la ciudad educan; que sus espacios constituyan currículos abiertos a la experiencia, el aprendizaje y el desarrollo humano; y que la formación puede volverse más amplia y significativa cuando la escuela concibe la ciudad como parte de su currículo. El trabajo es el resultado de la producción de un estado de conocimiento sobre el tema mencionado, anclado por una discusión teórica de fondo. En el texto, presentamos inicialmente el resultado del estado del conocimiento, con el objetivo de revelar lo que ya existe de producción científica en Brasil tratando la relación entre currículo y la vida en la ciudad. Luego, caracterizamos nuestra comprensión teórica sobre esta relación y en la última sección, con base en las indicaciones de las dos primeras, señalamos posibles vacíos y posibilidades de investigación como desafíos para el campo de los estudios curriculares. Entre otros aspectos, el trabajo revela que existe una importante producción científica relacionada con el tema, especialmente realizada por áreas científicas y del conocimiento como la geografía, la arquitectura, la educación física, la historia de la educación, entre otras. Que la participación de investigadores adscritos al campo de los estudios curriculares ha sido baja en esta producción y que una integración más sustantiva en la relación currículo-ciudad sigue constituyendo un gran desafío para la formación escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Cidade]]></kwd>
<kwd lng="pt"><![CDATA[Território]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[City]]></kwd>
<kwd lng="en"><![CDATA[Territory]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="es"><![CDATA[Curriculo]]></kwd>
<kwd lng="es"><![CDATA[Ciudad]]></kwd>
<kwd lng="es"><![CDATA[Territorio]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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