<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602001000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo, reformas e a questão da formação humana: uma reflexão a partir da Teoria Crítica da Sociedade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Monica Ribeiro da]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,UFPR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2001</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2001</year>
</pub-date>
<numero>17</numero>
<fpage>111</fpage>
<lpage>123</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602001000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602001000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602001000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Reflexão sobre o currículo como prática escolar que tem consubstanciado processos de falsa formação cultural ao incorporar a racionalidade produzida por práticas culturais guiadas por uma lógica instrumental e mercantilizada. A importância do assunto mostra-se na centralidade que tem ocupado o currículo, o que se evidencia nas reformas educacionais da atualidade, brevemente discutidas. A análise toma por referência a Teoria Crítica da Sociedade conforme os escritos de T. Adorno, M. Horkheimer e H. Marcuse.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Reflection of school practices curriculum that consolidate a false cultural development process, when incorporating the rationality that comes from cultural practices guided by instrumental and mercantile logic. The importance of the subject is shown in the centrality that it has been occupying the curriculum, which is evident in the recent educational reforms, briefly discussed. The analysis uses the Society´s Critical Theory for reference, as as written by T. Adorno, M. Horkheimer and H. Marcuse.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Reformas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Crítica da Sociedade]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Educational Reforms]]></kwd>
<kwd lng="en"><![CDATA[Society´s Critical Theory]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Curr&iacute;culo, reformas e a quest&atilde;o da forma&ccedil;&atilde;o humana: uma  reflex&atilde;o a partir da Teoria Cr&iacute;tica da Sociedade.</h2>     <p>&nbsp;</p> <h4>Monica Ribeiro da Silva    <br> </h4> </font>      ]]></body>
</article>
