<?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>2238-2097</journal-id>
<journal-title><![CDATA[Revista de Educação Pública]]></journal-title>
<abbrev-journal-title><![CDATA[R. Educ. Públ.]]></abbrev-journal-title>
<issn>2238-2097</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Mato Grosso, Instituto de Educação, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-20972015000200455</article-id>
<article-id pub-id-type="doi">10.2015/repub-v24n56maio.ago010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma base à Base: quando o currículo precisa ser tudo]]></article-title>
<article-title xml:lang="en"><![CDATA[A base to Base: when the curriculum needs to be all]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Talita Vidal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Hugo Heleno Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Érika Virgílio Rodrigues da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ) Departamento de Formação de Professores da Faculdade de Educação da Baixada Fluminense ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ) Núcleo Interdisciplinar de estudos da Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Mato Grosso Departamento de Educação e do Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Rondonópolis MT]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2015</year>
</pub-date>
<volume>24</volume>
<numero>56</numero>
<fpage>455</fpage>
<lpage>469</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-20972015000200455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-20972015000200455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-20972015000200455&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Pautado na teoria do discurso (TD) de Laclau e Mouffe, este artigo orienta uma discuss&#227;o cujo objetivo &#233; reativar sentidos de educa&#231;&#227;o e de curr&#237;culo exclu&#237;dos nas articula&#231;&#245;es em defesa de uma Base Nacional Curricular Comum (BNCC), lida como necess&#225;ria &#224; qualidade do ensino. Especificamente, focaliza o texto Curr&#237;culo da Educa&#231;&#227;o B&#225;sica no Brasil: concep&#231;&#245;es e pol&#237;ticas, de Guiomar N. de Mello, interpretando-o como parte de um processo de constitui&#231;&#227;o hegem&#244;nica. Um discurso contingente e provis&#243;rio, atravessado por ambival&#234;ncias, que, como todo momento da pol&#237;tica, projeta &#224; universalidade uma leitura particular sobre o curr&#237;culo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Based on the discourse theory (TD), formulated by Laclau and Mouffe (2010), this article guides an analysis that aims to reactivate meanings of education and curriculum excluded in the debate in defense of a National Common Curricular Basis, seen as a necessity for quality in education. Specifically focuses the text Curr&#237;culo da Educa&#231;&#227;o B&#225;sica no Brasil: concep&#231;&#245;es e pol&#237;ticas, by Guiomar N. de Mello, understanding it as part of a hegemonic constitution process. A contingent and provisional discourse, crossed by ambivalences which, as every moment of policy, projects to universality a particular reading of the curriculum.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas de Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Teoria do Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Base Nacional Curricular Comum]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Policy]]></kwd>
<kwd lng="en"><![CDATA[Discourse Theory]]></kwd>
<kwd lng="en"><![CDATA[National Common Curricular Basis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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