<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782024000100101</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n68.24374</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O PROTAGONISMO DO ANONIMATO E O &#8220;SILENCIAMENTO&#8221; DOS ATORES PRINCIPAIS: O CASO DA BASE NACIONAL COMUM CURRICULAR]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PROTAGONISM OF ANONIMITY AND THE &#8220;SILENCING&#8221; OF ITS MAIN PERPETRATORS: THE CASE OF THE COMMON CURRICULAR NATIONAL BASIS (BNCC)]]></article-title>
<article-title xml:lang="es"><![CDATA[EL PROTAGONISMO DEL ANONIMATO Y EL &#8220;SILENCIAMIENTO&#8221; DE LOS ACTORES PRINCIPALES: EL CASO DE LA BASE NACIONAL COMÚN CURRICULAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peletti]]></surname>
<given-names><![CDATA[Amilton Benedito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanardini]]></surname>
<given-names><![CDATA[Isaura Monica Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandri]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Cascavel Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Cascavel Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Cascavel Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<numero>68</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782024000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782024000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782024000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do texto é apresentar uma análise sobre o papel do Estado na proposição das políticas curriculares, a participação de aparelhos privados de hegemonia e a atuação da União Nacional dos Dirigentes Municipais de Educação e do Conselho Nacional de Secretários de Educação no processo de elaboração e implementação da Base Nacional Comum Curricular. Para tanto, questionamos: quais são os aparelhos privados de hegemonia que protagonizaram o referido processo e qual é o papel das associações e entidades representativas do empresariado? Consideramos, para a elaboração da análise, conceitos &#8220;gramscianos&#8221; como consenso social, Estado ampliado e aparelho privado de hegemonia. Abordamos, ainda, a forma com que alguns intelectuais apresentam resistência a esse projeto hegemônico. O texto foi elaborado a partir de pesquisa bibliográfica e documental de abordagem qualitativa. A bibliografia examinada baseia-se em autores que são referências no assunto, visto que as principais fontes analisadas foram documentos e sites de instituições vinculadas aos governos municipais e estaduais e ao empresariado brasileiro. Como resultado desta pesquisa, identificamos a elaboração de um consenso sobre a necessidade de uma base comum e o seu contraponto a partir das entidades representantes dos trabalhadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The following text&#8217;s objective is to present an analysis on the State&#8217;s role in the proposal of curricular policies, such as the hegemonic private apparatuses&#8217; participation and the role of the National Union of Municipal Leaders of Education and the National Council of Educational Secretaries in the process of elaborating and implementing the Common National Curricular Basis. Therefore, we inquire? Which are the hegemonic private apparatuses that take part at said process and what is the role of associations and representative entities of the business companies? We take into consideration, to elaborate the referred analysis, &#8220;Gramscian&#8221; concepts such as social consensus, expanded State and hegemonic private apparatus. We approach, moreover, the way in which some intellectuals perform means of resistance to that hegemonical project. The text was elaborated stemming from bibliographical and documental researches oriented by a qualitative approach. The examined bibliography is based on influential authors on the referred subject, as the main analyzed sources were institutional documents and websites associated with municipal and state governments from Brazil and its business communities as well. As this research&#8217;s result, we identify the forming of a consensus regarding the necessity of a common basis and its counterpart stemming from labor representative entities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este texto es presentar un análisis sobre el papel del Estado en la proposición de políticas curriculares, la participación de aparatos privados de hegemonía y la actuación de la Unión Nacional de Dirigentes Municipales de Educación y del Consejo Nacional de Secretarios de Educación en el proceso de elaboración e implementación de la Base Nacional Común Curricular. Para ello, nos preguntamos: ¿cuáles son los aparatos privados de hegemonía que protagonizan dicho proceso y cuál es el papel de las asociaciones y entidades representativas del empresariado? Consideramos, para la elaboración del análisis, conceptos "gramscianos", como consenso social, Estado ampliado y aparato privado de hegemonía. Abordamos, aún, la forma con que algunos intelectuales presentan resistencia a ese proyecto hegemónico. El texto fue elaborado a partir de investigación bibliográfica y documental de abordaje cualitativo. La bibliografía examinada se basa en autores que son referencias en el asunto, ya que las principales fuentes analizadas fueron documentos y sitios de instituciones vinculadas a los gobiernos municipales y estaduales y al empresariado brasileño. Como resultado de esta investigación, identificamos la elaboración de un consenso sobre la necesidad de una base común y su contrapunto a partir de las entidades representantes de los trabajadores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[estado]]></kwd>
<kwd lng="pt"><![CDATA[reforma curricular]]></kwd>
<kwd lng="pt"><![CDATA[base nacional comum curricular]]></kwd>
<kwd lng="pt"><![CDATA[aparelhos privados de hegemonia.]]></kwd>
<kwd lng="en"><![CDATA[state]]></kwd>
<kwd lng="en"><![CDATA[curricular reform]]></kwd>
<kwd lng="en"><![CDATA[Common Curricular National Basis (BNCC)]]></kwd>
<kwd lng="en"><![CDATA[private means of hegemony.]]></kwd>
<kwd lng="es"><![CDATA[estado]]></kwd>
<kwd lng="es"><![CDATA[reforma curricular]]></kwd>
<kwd lng="es"><![CDATA[base nacional común curricular]]></kwd>
<kwd lng="es"><![CDATA[aparatos privados de hegemonía.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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