<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000400108</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.86845</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DOCÊNCIAS CURRICULANTES EM ATOS FORMACIONAIS: heurística e política municipalista insurgentes]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULAR TEACHING IN FORMATION ACTS: heuristics and insurgent municipal policy]]></article-title>
<article-title xml:lang="es"><![CDATA[DOCENCIA CURRICULAR EN PROCESOS FORMATIVOS: heurística y política municipal insurgente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macedo]]></surname>
<given-names><![CDATA[Roberto Sidnei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Herbert Gomes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Renê]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>79</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000400108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000400108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000400108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo, tomando a perspectiva de docência curriculante e a crítica às políticas de currículo e formação antidocência, apresenta argumentos sobre a experiência heurística e formacional do Programa de formação para a (Re)elaboração dos Referenciais Curriculares dos Municípios do Estado da Bahia, vinculado à UNDIME-BA (União dos Dirigentes Municipais de Educação, Secção Bahia). Explicita como nessa experiência coletiva, professoras(es) criaram saberes curriculares a partir do seu trabalho docente, dos seus territórios de identidade e de forma retroalimentada, construíram, propuseram e institucionalizaram saberes curriculares para subsidiar e realizar por suas ações a construção dos referenciais curriculares de seus municípios. Com essa vontade política, autorizando-se, a partir dos estudos e debates sobre a Teoria Etnoconstitutiva de Currículo e a Etnopesquisa-formação (Macedo, 2016, 2021), instituíram saberes curriculares e formativos, assim como produções heurísticas insurgentes, marcadas pelos seus pertencimentos municipais, suas experiências profissionais, lutas por reconhecimento, anseios por participação legítima e por protagonismo laboral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article, taking the perspective of curricular teaching and the criticism towards anti-teaching curriculum and training policies, presents arguments about the heuristic and formation experience of the Training Program for (Re)elaboration of Curricular Benchmarks of the Municipalities of the State of Bahia, Brazil, linked to UNDIME-BA (Union of Municipal Education Directors, Section of Bahia). It explains how teachers created, in this collective experience, curricular knowledge from their teacher&#8217;s work, from their identity territories and, through feedback, built, proposed and institutionalized curricular knowledge to found and carry out, through their actions, the establishment of their municipalities&#8217; curricular benchmarks. With this political will, authorizing themselves, from studies and discussions about the Ethnoconstitutive Theory of the curriculum and the Ethnoresearch-training (Macedo, 2016, 2021), they instituted curricular knowledge, training knowledge and insurgent heuristic productions, guided by their municipal belongings, their professional experiences, struggles for recognition, desires for legitimate participation and protagonism at work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo presenta, desde la perspectiva de la docencia curricular y la crítica a las políticas de currículo y formación antidocente, la experiencia heurística y formativa del Programa en la (Re)elaboración de los Referenciales Curriculares de los Municipios del Estado de Bahía, vinculado con UNDIME-BA (Unión de Directores Municipales de Educación, Sección del Estado de Bahía). Se detalla cómo, en el marco de esta experiencia colectiva, los docentes desarrollaron conocimientos curriculares fundamentados en su labor educativa y en sus territorios de identidad. De manera retroactiva, construyeron, propusieron e institucionalizaron estos conocimientos para apoyar y llevar a cabo la creación de los referenciales curriculares municipales. Con esa disposición política y sustentados en los estudios y debates sobre la Teoría Etnoconstitutiva del Currículo y la Etnoinvestigación-formación (Macedo, 2016, 2021), produjeron saberes curriculares, saberes formativos y producciones heurísticas insurgentes, guiados por sus pertenencias municipales, sus experiencias profesionales, luchas por el reconocimiento, deseos de participación legítima y protagonismo en el trabajo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[training]]></kwd>
<kwd lng="en"><![CDATA[teachers.]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[formação]]></kwd>
<kwd lng="pt"><![CDATA[professores.]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="es"><![CDATA[profesores.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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