<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592023000101002</article-id>
<article-id pub-id-type="doi">10.18593/r.v48.32209</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pedagogia da alternância frente às teorias do currículo: tradicional, crítica ou pós-crítica?]]></article-title>
<article-title xml:lang="en"><![CDATA[The pedagogy of alternation against curriculum theories: traditional, critical or post-critical?]]></article-title>
<article-title xml:lang="es"><![CDATA[La pedagogía de la alternancia frente a las teorías curriculares: ¿tradicional, crítica o proscritica?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valadão]]></surname>
<given-names><![CDATA[Alberto Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592023000101002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592023000101002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592023000101002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Gestada na França em 1935, a Pedagogia da Alternância tem o tempo-espaço escolar e o tempo-espaço familiar como orgânicos, indissociáveis, objetivando promover a formação integral das pessoas do campo, valorizando as práticas sociais que as constituem. Este trabalho de cunho bibliográfico, tem como objetivo compreender como essa modalidade educativa do campo, conforme Gimonet (2007), García-Marirrodriga e Puig-Calvó (2010), Nosella (2014, 2020) e Granereau (2020), está posicionada em relação às teorias do currículo: tradicional, crítica e pós-crítica. Recorremos para a problematização a estudiosos do currículo como Silva (2003, 2010), Berticelli (2001), Paraíso (2010), Lopes e Macedo (2011)que pensam a cultura como um campo de luta em torno da significação social e o currículo como prática produtiva que produz identidades sociais. Para a análise dos contornos que assume a Pedagogia da Alternância em relação às teorias do currículo, o conceito de política de identidade como instrumento de reivindicação dos grupos culturais que têm ocupado espaços à margem da sociedade como os agricultores familiares, será importante, visto que, as proposições curriculares e o próprio conhecimento estão implicados em relações de poder.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Created in France in 1935, the Pedagogy of Alternation has the school space-time and the family space-time as organic, inseparable, aiming to promote the integral formation of rural people, valuing the social practices that constitute them. This bibliographic work aims to understand how this educational modality in the countryside, according toGimonet (2007),García-Marirrodriga and Puig-Calvó (2010),Nosella (2014,2020) andGranereau (2020), is positioned in relation to curriculum theories: traditional, critical and post-critical. We resort to the problematization of curriculum scholars such asSilva (2003,2010),Berticelli (2001),Paraíso (2010),Lopes and Macedo (2011)who think of culture as a field of struggle around social significance and curriculum as productive practice that produces social identities. For the analysis of the contours that the Pedagogy of Alternation assumes in relation to the theories of the curriculum, the concept of identity politics as an instrument for claiming cultural groups that have occupied spaces on the margins of society such as family farmers, will be important, since, curricular propositions and knowledge itself are implicated in power relations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Creada en Francia en 1935, la Pedagogía de la Alternancia tiene el tiempo-espacio escolar y el espacio-tiempo familiar como orgánicos, inseparables, con el objetivo de promover la formación integral de la población rural, valorizando las prácticas sociales que la constituyen. Este trabajo bibliográfico pretende comprender cómo esta modalidad educativa en el campo, segúnGimonet (2007),García-Marirrodriga y Puig-Calvó (2010),Nosella (2014,2020) yGranereau (2020), se posiciona en relación a teorías curriculares: tradicional, crítica y poscrítica. Recurrimos a la problematización de estudiosos del currículo comoSilva (2003,2010),Berticelli (2001),Paraíso (2010),Lopes y Macedo (2011)quienes piensan la cultura como un campo de lucha en torno a la significación social y el currículo como práctica productiva que produce identidades sociales. Para el análisis de los contornos que asume la Pedagogía de la Alternancia en relación con las teorías del currículo, se utilizará el concepto de política identitaria como instrumento de reivindicación de grupos culturales que han ocupado espacios al margen de la sociedad como la agricultura familiar. ser importante, ya que, las proposiciones curriculares y el propio conocimiento están implicados en las relaciones de poder.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia da Alternância]]></kwd>
<kwd lng="pt"><![CDATA[Teorias do Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Política de Identidade]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of Alternation]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Theories]]></kwd>
<kwd lng="en"><![CDATA[Identity Policy]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía de la Alternancia]]></kwd>
<kwd lng="es"><![CDATA[teorías curriculares]]></kwd>
<kwd lng="es"><![CDATA[Política de identidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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