<?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>S0104-40602013000400015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Do sentido de Scurrere à aposta no futuro: elementos de aproximação entre currículo e prospecção]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thiesen]]></surname>
<given-names><![CDATA[Juarez da Silva]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A15">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></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>
<numero>50</numero>
<fpage>253</fpage>
<lpage>268</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602013000400015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602013000400015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602013000400015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto, resultado de um exercício teórico construído no âmbito dos objetos de pesquisa do autor, propõe revelar alguns elementos de aproximação entre as disciplinas/campos de currículo e prospecção. Parte-se da hipótese de que ambos se ocupam de alguns objetos comuns, na medida em que discutem trajetórias, projetos formativos, teleologicidade, futuro, aposta etc. Para sustentar sua hipótese, o autor assume que as políticas educacionais e curriculares da sociedade capitalista vêm convertendo-se em forte instrumento estratégico geralmente focado em torno de dois grandes objetivos: atender a demandas do presente e antecipar fatos portadores de futuro visando-se alcançar cenários desejados em médio e longo prazo. Nesse sentido, currículo e prospecção encontram-se na medida em que ambos trabalham com a ideia de um telos, ou seja, em “apostas” sobre a construção de futuros possíveis. Para evidenciar elementos que ilustrem a aproximação das referidas disciplinas/campos, elencam-se algumas políticas educativas e curriculares atuais, destacando-se, sobretudo, os referenciais que indicam a presença de elementos de prospecção.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article is the result of a theoretical exercise constructed in the realm of the author’s research objectives. It sets to reveal some of the approximations between the disciplines and fields of curriculum and prospection. It is based on the hypothesis that they have common objects, in which they discuss trajectories, formative projects, teleologicity, the future, gambles, etc. To sustain his hypothesis, the author assumes that the educational and curricular policies of capitalist society have been converted into a strong strategic instrument that is generally focused on two broad objectives: meeting demands of the present and anticipating facts that carry the future, seeking to achieve desired medium- to long-term scenarios. In this sense, curriculum and prospection meet to the degree in which both work with the idea of a telos, that is, in “gambles” about the construction of possible futures. To evince elements that illustrate the approximation of the referred disciplines/fields, some current educational and curriculum policies are presented highlighting, above all, the references that indicate the presence of elements of prospection.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Prospecção]]></kwd>
<kwd lng="pt"><![CDATA[Futuro]]></kwd>
<kwd lng="pt"><![CDATA[Política]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Prospection]]></kwd>
<kwd lng="en"><![CDATA[Future]]></kwd>
<kwd lng="en"><![CDATA[Politics]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Do  sentido de Scurrere &agrave; aposta no futuro: elementos de aproxima&ccedil;&atilde;o entre  curr&iacute;culo e prospec&ccedil;&atilde;o.</h2> <h3>From the meaning of Scurrere to a gamble on the  future: elements of approximation between curriculum and prospection.</h3>     <p>&nbsp;</p> <h4>Juarez  da Silva Thiesen</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year></year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>32-50</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year></year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>72-100</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<source><![CDATA[Perpectivas]]></source>
<year></year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>213-232</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year></year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>33-52</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>19</volume>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[ANPAE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<source><![CDATA[Educação & Sociedade]]></source>
<year></year>
<volume>26</volume>
<numero>92</numero>
<issue>92</issue>
<page-range>799-819</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<source><![CDATA[Educação & Sociedade]]></source>
<year></year>
<volume>30</volume>
<numero>106</numero>
<issue>106</issue>
<page-range>37-62</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year></year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>15-40</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<source><![CDATA[European Educational Research Journal]]></source>
<year></year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<publisher-loc><![CDATA[Oxford ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<source><![CDATA[European Journal of Education]]></source>
<year></year>
<volume>45</volume>
<numero>1</numero>
<issue>1</issue>
<publisher-loc><![CDATA[Oxford ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
