<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Educação em Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352016000300113</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2016v54n42ID10955</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo em EJA: práticas culturais, direito de aprender por toda vida e ecologia de saberes]]></article-title>
<article-title xml:lang="en"><![CDATA[EJA Curriculum: cultural practices, the right to learn throughout life and ecology of knowledge]]></article-title>
<article-title xml:lang="es"><![CDATA[Curriculum en EPJA: prácticas culturales, aprendizaje por toda la vida como derecho y ecología de conocimientos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Inês Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paiva]]></surname>
<given-names><![CDATA[Jane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Mailsa Carla Pinto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>54</volume>
<numero>42</numero>
<fpage>113</fpage>
<lpage>134</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352016000300113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352016000300113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352016000300113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Discutem-se aqui aspectos de pesquisa desenvolvida no Procad Casadinho, com os temas da educa&#231;&#227;o continuada e das pr&#225;ticas culturais de popula&#231;&#245;es subalternizadas &#8722; p&#250;blico da educa&#231;&#227;o de jovens e adultos &#8211; e dos conhecimentos subjacentes, na perspectiva da ecologia dos saberes, em articula&#231;&#227;o com curr&#237;culo. Fundamenta-se na concep&#231;&#227;o de que aprender por toda a vida &#233; direito, que articula produ&#231;&#245;es culturais e reflex&#227;o curricular em redes de conhecimentos e de valores. Estrutura-se a partir do campo do curr&#237;culo e de estudos do cotidiano escolar, e apresenta como aprendizagem a ideia de que a forma coletiva de produzir conhecimento possibilitou deslocamento da no&#231;&#227;o de que &#8220;a teoria &#233; mais saber do que a pr&#225;tica&#8221; que preside a organiza&#231;&#227;o do curr&#237;culo e que negligencia pr&#225;ticas sociais e culturais. Supera a desqualifica&#231;&#227;o dos saberes cotidianos em benef&#237;cio dos saberes formais, e o entendimento cientificista do curr&#237;culo, assumindo-o como cria&#231;&#227;o cotidiana produzida por processos m&#250;ltiplos e singulares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research aspects discussed here, developed in the Procad Casadinho Project along with the issues of continuing education and cultural practices of subaltern populations &#8211; public education of young people and adults &#8211; and underlying knowledge from the perspective of the knowledge ecology, are hereby considered in conjunction with curriculum. It is based on the concept that learning throughout life is a right, articulating cultural production and curricular reflection on networks of knowledge and values. It is structured in the field of curriculum and school's daily life studies and presents, as learning process, the idea that collective way of producing knowledge has provoked a possible displacement of the notion that "the theory is more knowledge than the practice" that presides over curriculum's organization, ignoring somehow social and cultural practices. Overcomes the disqualification of everyday knowledge compared to formal knowledge and the scientism understanding of curriculum, taking it as a daily creation produced by multiple and unique processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto intenta discutir aspectos de investigaci&#243;n desarrollados en Procad Casadinho bajo los temas de educaci&#243;n continua y las pr&#225;cticas culturales de las poblaciones subalternas &#8211; p&#250;blico de la educaci&#243;n de adultos &#8211; y el conocimiento subyacente desde la perspectiva de la ecolog&#237;a del conocimiento y reconocimiento, en conjunci&#243;n con el plan de estudios (curriculum). Se basa en el concepto de que el aprendizaje durante toda la vida es un derecho, que articula las producciones culturales y la reflexi&#243;n curricular en las redes de conocimiento y valores forjados en el cotidiano. Estructurado desde el campo de plan de estudios (curriculum) y los estudios escolares cotidianos, y se presenta como el aprendizaje de que la forma colectiva de la producci&#243;n de conocimiento desplaza la idea de que "la teor&#237;a es m&#225;s saber que la pr&#225;ctica", que preside la organizaci&#243;n del plan de estudios y negligencia a las pr&#225;cticas sociales y culturales. Supera la descalificaci&#243;n del conocimiento cotidiano para el beneficio de los conocimientos formales, y la comprensi&#243;n formalista y el curriculum cientificista, tom&#225;ndolo como una creaci&#243;n diaria producida por m&#250;ltiples y singulares desinvisibilizados procesos locales de tesitura y la creaci&#243;n, con la participaci&#243;n de aprendizaje, los valores culturales, las redes y conocimiento previo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Procad Casadinho]]></kwd>
<kwd lng="pt"><![CDATA[Currículo como criação cotidiana]]></kwd>
<kwd lng="pt"><![CDATA[Direito a aprender por toda a vida]]></kwd>
<kwd lng="en"><![CDATA[Procad Casadinho Project]]></kwd>
<kwd lng="en"><![CDATA[Curriculum as everyday creation]]></kwd>
<kwd lng="en"><![CDATA[Right to learn throughout life]]></kwd>
<kwd lng="es"><![CDATA[Procad Casadinho]]></kwd>
<kwd lng="es"><![CDATA[Plan de estudios como la creación cotidiana]]></kwd>
<kwd lng="es"><![CDATA[Derecho a aprender durante toda la vida]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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