<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100128</article-id>
<article-id pub-id-type="doi">10.1590/0102-469825551</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MODELOS DE PROFESSOR E ALUNO SUSTENTADOS EM DOCUMENTOS OFICIAIS: DOS PCNS À BNCC]]></article-title>
<article-title xml:lang="es"><![CDATA[MODELOS DE PROFESOR Y ALUMNO SUSTENTADOS EN DOCUMENTOS OFICIALES: DEL PCN AL BNCC]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER AND STUDENT MODELS SUSTAINED IN OFFICIAL DOCUMENTS: FROM PCNS TO BNCC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GALIAN]]></surname>
<given-names><![CDATA[CLÁUDIA VALENTINA ASSUMPÇÃO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PIETRI]]></surname>
<given-names><![CDATA[ÉMERSON DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SASSERON]]></surname>
<given-names><![CDATA[LÚCIA HELENA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100128&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Neste trabalho são apresentados resultados de pesquisa orientada pelo objetivo de conhecer os efeitos do discurso regulador sobre a recontextualização pedagógica de conhecimentos na elaboração de diretrizes curriculares oficiais. Com base em princípios de análise discursiva, caracterizam-se as permanências e mudanças expressas na Base Nacional Comum Curricular (BRASIL, 2017) em relação às concepções de ensino e de aprendizagem que fundamentaram anteriormente propostas curriculares no país, materializadas nos Parâmetros Curriculares Nacionais (BRASIL, 1997). A análise pauta-se na leitura e discussão de trechos destes dois documentos, com foco na caracterização de papéis que parecem ser atribuídos a professores e a estudantes. Os resultados evidenciam o reposicionamento, de um contexto histórico a outro, das funções projetadas para docentes e discentes nos processos de ensino e aprendizagem, de modo a desconsiderar-se a agentividade e a implicação dos sujeitos do trabalho pedagógico, reduzindo-se a relação didática à apropriação de um conjunto pré-estabelecido de conhecimentos. Embora não tenha sido a intenção do presente estudo, entendemos que esta investigação e seus resultados trazem contribuições às discussões sobre as normativas que passam a entrar em vigência em relação à formação de professores e também sobre a função da escola na formação de estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Este artículo presenta los resultados de una investigación que tiene como objetivo conocer los efectos del discurso regulatorio en la recontextualización pedagógica del conocimiento. Con base en los principios del análisis discursivo, las permanencias y cambios expresados &#8203;&#8203;en la Base Curricular Común Nacional (BRASIL, 2017) se caracterizan en relación a los conceptos de enseñanza y aprendizaje que previamente sustentaban las propuestas curriculares en este país, sistematizadas en los Parámetros Curriculares Nacionales (BRASIL, 1997). El análisis se basa en discutir extractos de estos dos documentos curriculares, centrándose en la caracterización de roles que parecen atribuirse a docentes y estudiantes. Los resultados muestran el reposicionamiento, de un contexto histórico a otro, de las funciones a desempeñar por docentes y estudiantes en los procesos de enseñanza y aprendizaje, con el fin de desconocer su agentividad y implicación en el trabajo pedagógico. La relación didáctica se reduce entonces, en este contexto, a la apropiación de un conjunto de conocimientos preestablecidos. Si bien no fue el propósito de este trabajo, proponemos que esta investigación y sus resultados traigan contribuciones a las discusiones sobre las normas que entran en vigencia en relación a la formación del profesorado y también sobre el papel de la escuela en la formación de los alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper presents the results of research oriented by the objective of knowing the effects of regulatory discourse on the pedagogical recontextualization of knowledge in the development of official curriculum guidelines. Based on principles of discourse analysis, the permanence and changes expressed in the Common National Curricular Base (BRASIL, 2017) are characterized in relation to the conceptions of teaching and learning that were the basis of previous curriculum proposals in the country, materialized in the National Curricular Parameters (BRASIL, 1997). The analysis is based on the reading and discussion of excerpts from these two documents, focusing on the characterization of roles that seem to be attributed to teachers and students. The results show the repositioning, from one historical context to another, of the roles projected for teachers and students in the teaching and learning processes, so as to disregard the agency and the implication of the subjects of the pedagogical work, reducing the didactic relationship to the appropriation of a pre-established set of knowledge. Although it was not the intention of this study, we understand that this investigation and its results bring contributions to the discussions about the norms that come into force in relation to teacher education and also about the function of the school in the formation of students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[Discurso Regulador]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Escuela Básica]]></kwd>
<kwd lng="es"><![CDATA[Base Curricular Nacional Común]]></kwd>
<kwd lng="es"><![CDATA[Discurso Regulatorio]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Elementary Education]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[Regulatory Discourse]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BARRETTO]]></surname>
<given-names><![CDATA[Elba S. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Os currículos do ensino fundamental para as escolas brasileiras]]></source>
<year>2000</year>
<edition>2ª ed.</edition>
<publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Autores Associados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BARRETTO]]></surname>
<given-names><![CDATA[Elba S. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Políticas de currículo e avaliação e políticas docentes]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>2012</year>
<volume>42</volume>
<numero>147</numero>
<issue>147</issue>
<page-range>738-53</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERNSTEIN]]></surname>
<given-names><![CDATA[Basil]]></given-names>
</name>
</person-group>
<source><![CDATA[A estruturação do discurso pedagógico]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERNSTEIN]]></surname>
<given-names><![CDATA[Basil]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogy, symbolic control and identity]]></source>
<year>2000</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Taylor &amp; Francis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRANCO]]></surname>
<given-names><![CDATA[Emerson P]]></given-names>
</name>
<name>
<surname><![CDATA[BRANCO]]></surname>
<given-names><![CDATA[Alessandra B. G]]></given-names>
</name>
<name>
<surname><![CDATA[IWASSE]]></surname>
<given-names><![CDATA[Lilian F. A]]></given-names>
</name>
<name>
<surname><![CDATA[ZANATTA]]></surname>
<given-names><![CDATA[Shalimar C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[BNCC: a quem interessa o ensino de competências e habilidades?]]></article-title>
<source><![CDATA[Debate em Educação]]></source>
<year>2019</year>
<volume>11</volume>
<numero>25</numero>
<issue>25</issue>
<page-range>155-71</page-range><publisher-loc><![CDATA[Maceió ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<collab>BRASIL. Secretaria de Educação Fundamental</collab>
<source><![CDATA[Parâmetros curriculares nacionais: introdução aos parâmetros curriculares nacionais]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[MEC/SEF]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<collab>BRASIL. Ministério da Educação. Conselho Nacional de Educação</collab>
<source><![CDATA[Resolução nº 2, de 1º de julho de 2015]]></source>
<year></year>
<publisher-loc><![CDATA[Brasília: CNE/CP ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<collab>BRASIL. Ministério da Educação. Secretaria de Educação Básica</collab>
<source><![CDATA[Base Nacional Comum Curricular (BNCC)]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[MEC,]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<collab>BRASIL. Ministério da Educação. Conselho Nacional de Educação</collab>
<source><![CDATA[Resolução nº 2, de 20 de dezembro de 2019]]></source>
<year></year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[CNE/CP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<collab>BRASIL. Ministério da Educação. Conselho Nacional de Educação</collab>
<source><![CDATA[Parecer nº 14, de 10 de julho de 2020]]></source>
<year></year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[CNE/CP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CÁSSIO]]></surname>
<given-names><![CDATA[Fernando L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Base Nacional Comum Curricular: ponto de saturação e retrocesso na educação]]></article-title>
<source><![CDATA[Revista Retratos da Escola]]></source>
<year>2018</year>
<volume>12</volume>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHARLOT]]></surname>
<given-names><![CDATA[Bernard]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O professor na sociedade contemporânea: Um trabalhador da contradição]]></article-title>
<source><![CDATA[Revista da FAEEBA]]></source>
<year>2008</year>
<volume>17</volume>
<numero>30</numero>
<issue>30</issue>
<page-range>17-31</page-range><publisher-loc><![CDATA[Salvador ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COELHO]]></surname>
<given-names><![CDATA[Franciele B. de O]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análise de currículos de ciências à luz da teoria de Bernstein]]></article-title>
<source><![CDATA[Ciênc. educ]]></source>
<year>2017</year>
<volume>23</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>795-808</page-range><publisher-loc><![CDATA[Bauru ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRANGELLA]]></surname>
<given-names><![CDATA[Rita de Cássia]]></given-names>
</name>
<name>
<surname><![CDATA[DIAS]]></surname>
<given-names><![CDATA[Rosanne]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Os sentidos de docência na BNCC: efeitos para o currículo da educação básica e da formação/atuação de professores]]></article-title>
<source><![CDATA[Educação Unisinos]]></source>
<year>2018</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>7-15</page-range><publisher-loc><![CDATA[São Leopoldo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FUZA]]></surname>
<given-names><![CDATA[Ângela F.]]></given-names>
</name>
<name>
<surname><![CDATA[MIRANDA]]></surname>
<given-names><![CDATA[Flávia D. S. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tecnologias digitais, letramentos e gêneros discursivos nas diferentes áreas da BNCC: reflexos nos anos finais do ensino fundamental e na formação de professores]]></article-title>
<source><![CDATA[Rev. Bras. Educ]]></source>
<year>2020</year>
<volume>25</volume>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GALIAN]]></surname>
<given-names><![CDATA[Cláudia V. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Os PCN e a produção de propostas curriculares no Brasil]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>2014</year>
<volume>44</volume>
<numero>153</numero>
<issue>153</issue>
<page-range>648-69</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GALIAN]]></surname>
<given-names><![CDATA[Cláudia V. A.]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Roberto R. D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Apontamentos para uma avaliação de currículos no Brasil: a BNCC em questão]]></article-title>
<source><![CDATA[Estud. Aval. Educ]]></source>
<year>2019</year>
<volume>30</volume>
<numero>74</numero>
<issue>74</issue>
<page-range>508-35</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GALIAN]]></surname>
<given-names><![CDATA[Cláudia V. A.]]></given-names>
</name>
<name>
<surname><![CDATA[STEFENON]]></surname>
<given-names><![CDATA[Daniel L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Por que é tão difícil definer o conhecimento a ser ensinado na escola? Um olhar para a Geografia]]></article-title>
<source><![CDATA[Educação e Filosofia]]></source>
<year>2018</year>
<volume>32</volume>
<numero>64</numero>
<issue>64</issue>
<page-range>59-90</page-range><publisher-loc><![CDATA[Uberlândia ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GUEDES]]></surname>
<given-names><![CDATA[Marilde Q]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Nova Política de Formação de Professores no Brasil: Enquadramentos da Base Nacional Comum Curricular e do Programa de Residência Pedagógica]]></article-title>
<source><![CDATA[Invest. Práticas]]></source>
<year>2019</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>90-9</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HOADLEY]]></surname>
<given-names><![CDATA[Ursula]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogy in Poverty. Lessons from Twenty Years of Curriculum Reform in South Africa]]></source>
<year>2018</year>
<publisher-loc><![CDATA[London, New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HYPOLITO]]></surname>
<given-names><![CDATA[Álvaro M. BNCC]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Agenda Global e Formação Docente]]></article-title>
<source><![CDATA[Revista Retratos da Escola]]></source>
<year>2019</year>
<volume>13</volume>
<numero>25</numero>
<issue>25</issue>
<page-range>187-201</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LEITE]]></surname>
<given-names><![CDATA[Eliana A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[RIBEIRO]]></surname>
<given-names><![CDATA[Émerson S.]]></given-names>
</name>
<name>
<surname><![CDATA[LEITE]]></surname>
<given-names><![CDATA[Kécio G.]]></given-names>
</name>
<name>
<surname><![CDATA[ULIANA]]></surname>
<given-names><![CDATA[Márcia Rosa]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formação de profissionais da educação. Alguns desafios e demandas da formação inicial de professores na contemporaneidade]]></article-title>
<source><![CDATA[Educ. Soc]]></source>
<year>2018</year>
<volume>39</volume>
<numero>144</numero>
<issue>144</issue>
<page-range>721-37</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MACIEL]]></surname>
<given-names><![CDATA[Cilene M. A]]></given-names>
</name>
<name>
<surname><![CDATA[NASCIMENTO]]></surname>
<given-names><![CDATA[Gilvania C]]></given-names>
</name>
<name>
<surname><![CDATA[FERNANDES]]></surname>
<given-names><![CDATA[Cleonice T]]></given-names>
</name>
<name>
<surname><![CDATA[KFOURI]]></surname>
<given-names><![CDATA[Samira F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Visa&#771;o de professores de escolas de Cuiaba&#769;/MT e Campo Verde/MT sobre a Base Nacional Comum Curricular (BNCC)]]></article-title>
<source><![CDATA[Revista de Educac&#807;a&#771;o Pu&#769;blica]]></source>
<year>2017</year>
<volume>26</volume>
<numero>62</numero>
<issue>62</issue>
<page-range>657-73</page-range><publisher-loc><![CDATA[Cuiaba&#769; ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MAINARDES]]></surname>
<given-names><![CDATA[Jefferson]]></given-names>
</name>
<name>
<surname><![CDATA[STREMEL]]></surname>
<given-names><![CDATA[Silvana]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A teoria de Basil Bernstein e algumas de suas contribuições para as pesquisas sobre políticas educacionais e curriculares]]></article-title>
<source><![CDATA[Revista Teias]]></source>
<year>2010</year>
<volume>11</volume>
<numero>22</numero>
<issue>22</issue>
<page-range>31-54</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MAINGUENEAU]]></surname>
<given-names><![CDATA[Dominique]]></given-names>
</name>
</person-group>
<source><![CDATA[Novas Tendências em Análise do Discurso]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Editora Pontes, Editora da Unicamp]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MAINGUENEAU]]></surname>
<given-names><![CDATA[Dominique]]></given-names>
</name>
</person-group>
<source><![CDATA[Gênese dos discursos]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
<publisher-name><![CDATA[Criar]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MANFRÉ]]></surname>
<given-names><![CDATA[Ademir H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Base Nacional Comum Curricular e (semi) formação: quais os dilemas da escola atual?]]></article-title>
<source><![CDATA[Revista Espaço do Currículo]]></source>
<year>2020</year>
<volume>13</volume>
<page-range>935-45</page-range><publisher-loc><![CDATA[João Pessoa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[Isabel P.]]></given-names>
</name>
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[Sílvia]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O currículo nas suas dimensões estrutural e interacional: Perspetiva de Basil Bernstein]]></article-title>
<source><![CDATA[Práxis Educativa]]></source>
<year>2019</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>405-31</page-range><publisher-loc><![CDATA[Ponta Grossa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[Isabel P]]></given-names>
</name>
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Texts and Contexts in Educational Systems: studies of recontextualizing spaces]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MORAIS]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<name>
<surname><![CDATA[NEVES]]></surname>
<given-names><![CDATA[Isabel P.]]></given-names>
</name>
<name>
<surname><![CDATA[DAVIES]]></surname>
<given-names><![CDATA[Brian]]></given-names>
</name>
<name>
<surname><![CDATA[DANIELS]]></surname>
<given-names><![CDATA[Harry]]></given-names>
</name>
</person-group>
<source><![CDATA[Towards a Sociology of Pedagogy]]></source>
<year>2010</year>
<page-range>223-50</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Peter Lang]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[Larissa Z.]]></given-names>
</name>
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<name>
<surname><![CDATA[MOHR]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O Documento &#8220;Proposta para Base Nacional Comum da Formação de Professores da Educação Básica&#8221; (BNCFP): Dez razões para temer e contestar a BNCFP]]></article-title>
<source><![CDATA[Revista Brasileira de Pesquisa em Educação em Ciências]]></source>
<year>2020</year>
<volume>20</volume>
<page-range>1-39</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAMPAIO]]></surname>
<given-names><![CDATA[Maria das Mercês F]]></given-names>
</name>
</person-group>
<source><![CDATA[Um gosto amargo de escola: relações entre currículo, ensino e fracasso escolar]]></source>
<year>1998</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[EDUC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAMPAIO]]></surname>
<given-names><![CDATA[Maria das Mercês F.]]></given-names>
</name>
<name>
<surname><![CDATA[FALSARELLA]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<name>
<surname><![CDATA[MENDES]]></surname>
<given-names><![CDATA[M. F. V]]></given-names>
</name>
</person-group>
<source><![CDATA[A produc&#807;a&#771;o intelectual de cri&#769;tica aos Para&#770;metros Curriculares Nacionais para o Ensino Fundamental]]></source>
<year>2004</year>
<conf-name><![CDATA[ IIColo&#769;quio luso-brasileiro sobre questo&#771;es curriculares]]></conf-name>
<conf-loc> </conf-loc>
<page-range>1-10</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[UERJ]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SELLES]]></surname>
<given-names><![CDATA[Sandra E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A BNCC e a Resolução CNE/CP n.º 2/2015 para a formação docente: a &#8220;carroça na frente dos bois&#8221;]]></article-title>
<source><![CDATA[Caderno Brasileiro de Ensino de Física]]></source>
<year>2018</year>
<volume>35</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>337-4</page-range><publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Francisco C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Na base, como os professores veem a Base? Sobre currículos e BNCC]]></article-title>
<source><![CDATA[Textura]]></source>
<year>2020</year>
<volume>22</volume>
<numero>50</numero>
<issue>50</issue>
<page-range>99-117</page-range><publisher-loc><![CDATA[Canoas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUSA]]></surname>
<given-names><![CDATA[Joana Dark A.]]></given-names>
</name>
<name>
<surname><![CDATA[ARAGÃO]]></surname>
<given-names><![CDATA[Wilson H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A concepção de currículo nacional comum no PNE: problematizações a partir do paradigma Neoliberal]]></article-title>
<source><![CDATA[Revista Espaço do Currículo]]></source>
<year>2018</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-13</page-range><publisher-loc><![CDATA[João Pessoa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TAFFAREL]]></surname>
<given-names><![CDATA[Celi M. Z]]></given-names>
</name>
</person-group>
<source><![CDATA[Base Nacional Comum para Formação de Professores da Educação Básica (BNC-Formação): Ocultar, silenciar, inverter para o capital dominar]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WEELAHAN]]></surname>
<given-names><![CDATA[Leesa]]></given-names>
</name>
</person-group>
<source><![CDATA[Why knowledge matters in curriculum]]></source>
<year>2010</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
