<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822016000200185</article-id>
<article-id pub-id-type="doi">10.20435/2318-1982-2016-v.21-n.42(11)</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pol&#237;tica de curr&#237;culo organizado por ciclos de forma&#231;&#227;o e no&#231;&#245;es de conhecimento de professores: implica&#231;&#245;es de uma forma&#231;&#227;o discursiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Politics of organized curriculum by formation cycles and notions of teachers knowledge: implications of a discursive formation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Jucilene Oliveira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Ozerina Victor de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>42</numero>
<fpage>185</fpage>
<lpage>200</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822016000200185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822016000200185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822016000200185&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, apresentamos uma an&#225;lise das no&#231;&#245;es de conhecimento de professores a partir de uma pol&#237;tica de curr&#237;culo organizado por ciclos de forma&#231;&#227;o humana. O objetivo &#233; dar visibilidade e problematizar essas no&#231;&#245;es em rela&#231;&#227;o ao curr&#237;culo organizado em ciclos e &#224; hipertrofia do conhecimento nos discursos configuradores do curr&#237;culo. Em termos te&#243;rico-metodol&#243;gicos, exercitamos uma an&#225;lise de discurso (LACLAU, 2011) articulada &#224; considera&#231;&#227;o do ciclo de pol&#237;tica (BOWE; BALL, 1992) e &#224; compreens&#227;o da pol&#237;tica de curr&#237;culo como pol&#237;tica cultural. A empiria da pesquisa se comp&#245;e pelas vozes de professores, coletadas por meio de entrevistas. Na an&#225;lise, depreendem-se no&#231;&#245;es de conhecimento que aglutinam discursos d&#237;spares, compondo um ciclo de pol&#237;tica e um discurso configurados sob-rasura, mantendo, pela via da equival&#234;ncia com outros significantes, a &#234;nfase ou hipertrofia no/do conhecimento na pol&#237;tica de curr&#237;culo em an&#225;lise e a persist&#234;ncia da l&#243;gica do curr&#237;culo seriado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we present an analysis of the knowledge notions of teachers from a curriculum politic organized by human formation cycles. The objective is to give visibility and problematize these notions regarding the in cycles organized curriculum and the knowledge hypertrophy in the configurator speeches of the curriculum. In theoretical-methodological terms, we exercise an speech analysis (LACLAU, 2011) articulated to the consideration of the cycle of politics (BOWE; BALL, 1992) and to the understanding of the curriculum politic as cultural politic. The empirical of the inquiry is composed by the teachers' voices, collected through interviews. In the analysis, there are gathered knowledge notions that agglutinate dissimilar speeches, composing a politic cycle and a speech shaped under-erasure, maintaining, by way of equivalence with other significant, the emphasis or hypertrophy in/of the knowledge in the curriculum politic in analysis and the persistence of the seriated curriculum logic.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política de currículo]]></kwd>
<kwd lng="pt"><![CDATA[ciclos de formação]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento escolar]]></kwd>
<kwd lng="en"><![CDATA[Curriculum politic]]></kwd>
<kwd lng="en"><![CDATA[formation cycles]]></kwd>
<kwd lng="en"><![CDATA[school knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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