<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742013000300008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas de constituição do conhecimento escolar na pesquisa educacional brasileira]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Roberto Rafael Dias da]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Anna Luiza Verdi]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,UFFS  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>43</volume>
<numero>150</numero>
<fpage>884</fpage>
<lpage>905</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742013000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742013000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742013000300008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo aborda os processos escolares contemporâneos para entender as práticas de socialização e de transmissão cultural como processos socialmente produzidos. Para tanto, parte-se de uma revisão de literatura dos estudos sobre as políticas curriculares na América Latina, identificando duas tendências da produção sobre a constituição do conhecimento escolar. Revisaram-se, então, artigos publicados em cinco periódicos brasileiros ao longo da última década, elaborando-se “mapas da literatura”. Notou-se a predominância de três perspectivas: políticas de organização do conhecimento escolar; práticas escolares; epistemologias do currículo. Após o exame dos artigos selecionados, constatou-se que apresentam significativa consistência teórica, embora ainda apresentem poucos estudos empíricos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses contemporary school processes in order to understand the practices of socialization and cultural transmission as socially produced processes. For that purpose, we start by reviewing the literature concerning studies about curriculum policies in Latin America. We identified two trends relating to the constitution of school knowledge. Articles published in five Brazilian journals over the past decade were then reviewed giving rise to “maps of the literature”. A predominance of three perspectives was observed: policies of organization of school knowledge; school practices; and curriculum epistemologies. After examination of the selected articles, it was found that they present significant theoretical consistency, but still few empirical studies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este artículo aborda los procesos escolares contemporáneos para entender las prácticas de socialización y de transmisión cultural como procesos que se producen socialmente. Para ello, se parte de una revisión de literatura de los estudios sobre las políticas curriculares en América Latina, identificando dos tendencias de la producción sobre la constitución del conocimiento escolar. Se revisaron artículos publicados en cinco revistas brasileñas a lo largo de la última década y se elaboraron “mapas de la literatura”. Se puso de manifiesto la predominancia de tres perspectivas: políticas de organización del conocimiento escolar; prácticas escolares; epistemologías del currículo. Después de examinar los artículos seleccionados, se constató que presentan significativa consistencia teórica, aunque todavía presentan pocos estudios empíricos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Revisão da Literatura]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Literature Review]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Escolar]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Política Educativa]]></kwd>
<kwd lng="es"><![CDATA[Revisión de la Literatura]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Pol&iacute;ticas  de constitui&ccedil;&atilde;o do conhecimento escolar na pesquisa educacional brasileira.</h2> <h3>Policies of the constitution of school knowledge in educational  research in Brazil.</h3> <h3>Pol&iacute;ticas de constituci&oacute;n de conocimiento escolar en  la investigaci&oacute;n educacional brasile&ntilde;a.</h3>     <p>&nbsp;</p> <h4>Roberto  Rafael Dias da Silva, Anna Luiza Verdi Pereira    <br> </h4> </font>      ]]></body><back>
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