<?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>S0100-15742016000100158</article-id>
<article-id pub-id-type="doi">10.1590/198053143507</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo, conhecimento e transmissão cultural: contribuições para uma teorização pedagógica contemporânea]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum, knowledge and cultural transmission: contributions to contemporary pedagogical theorizing]]></article-title>
<article-title xml:lang="fr"><![CDATA[Curriculum, connaissance et transmission culturelle: contribution pour une théorisation pédagogique contemporaine]]></article-title>
<article-title xml:lang="es"><![CDATA[Currículo, conocimiento y trasmisión cultural: aportes para una teorización pedagógica contemporánea]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[São Leopoldo Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>46</volume>
<numero>159</numero>
<fpage>158</fpage>
<lpage>182</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742016000100158&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742016000100158&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742016000100158&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo examina os estudos contemporâneos sobre a constituição dos currículos escolares, bem como os processos de seleção dos conhecimentos a serem ensinados, buscando ponderar a relevância e a urgência de produzirmos uma reflexão crítica sobre os modos de transmissão cultural mobilizados nas diferentes cenas pedagógicas. Para tanto, inscreve essa problematização no âmbito dos estudos curriculares, indicando as maneiras pelas quais se atribui centralidade ao conceito de conhecimento escolar. Serão revisados três pensadores sociais do século XX: Émile Durkheim, Antonio Gramsci e Hannah Arendt. Em condições teóricas diferenciadas, partindo de pressupostos argumentativos divergentes, os pensadores assinalam a relevância social e política da tarefa da transmissão cultural na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abrstract: The article examines the contemporary studies on the construction of school curricula as well as the selection processes concerning the knowledge to be taught. It also considers the relevance and urgency of producing a critical reflection on the modes of cultural transmission involved in different pedagogical environments. To this end, this problematization will be addressed in the context of curricular studies, indicating the ways in which centrality is assigned to the concept of school knowledge. The work of three social thinkers of the twentieth century will be reviewed: Émile Durkheim, Antonio Gramsci and Hannah Arendt. Under different theoretical conditions and from divergent argumentative assumptions, these thinkers point to the social and political relevance of the task of cultural transmission in schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L'article examine les études contemporaines portant sur la constitution des curricula scolaires et sur le procés de selection des connaissances que doivent être enseignées tout en cherchant à péser l'importance et l' urgence d'une réflexion critique sur les modes de transmission culturelle mobilisés par les différents scenarios pédagogiques. Cette problématisation s'ínscrit dans les cadre des études curriculaires et signale les manières par lesquelles est assignée la centralité au concept de connaissance scolaire". Trois penseurs sociaux du siècle XX sont mis en revue: Emile Durkheim, Antonio Gramsci et Hannah Arendt. S'appuyant sur des hypothèses divergentes dans differentes conditions theoriques ces penseurs signalent l' ímportance sociale et politique de la transmission culturelle à l' école.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo examina los estudios contemporáneos sobre la constitución de los currículos escolares, así como sobre los procesos de selección de los conocimientos a enseñar, buscando ponderar la relevancia y la urgencia de producir una reflexión crítica sobre los modos de trasmisión cultural movilizados en los distintos escenarios pedagógicos. Para ello, se inserta dicha problematización en el ámbito de los estudios curriculares, indicando las maneras por las cuales se atribuye centralidad al concepto de conocimiento escolar. Se revisarán tres pensadores sociales del siglo XX: Émile Durkheim, Antonio Gramsci y Hannah Arendt. En condiciones teóricas diferenciadas, partiendo de presuposiciones argumentativas divergentes, los pensadores señalan la relevancia social y política de la tarea de la trasmisión cultural en la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Educational Theories]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="fr"><![CDATA[Culture]]></kwd>
<kwd lng="fr"><![CDATA[Connaissances]]></kwd>
<kwd lng="fr"><![CDATA[Théorie de l'Éducation]]></kwd>
<kwd lng="fr"><![CDATA[Curriculum]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Teorías de la Educación]]></kwd>
<kwd lng="es"><![CDATA[Curriculum.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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