<?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>S0104-40602024000100148</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.88350</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Operação das comunidades disciplinares em textos/documentos curriculares locais]]></article-title>
<article-title xml:lang="en"><![CDATA[Disciplinary communities&#8217; operation in local curricular texts/documents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Christiane Caetano Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Fabiany de Cássia Tavares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul (UFMS)  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602024000100148&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602024000100148&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602024000100148&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho toma, como fontes e objetos, textos/documentos curriculares (TDC) prescritos, produzidos na região Centro-Oeste do Brasil, especificamente pelas redes estaduais de ensino do Distrito Federal (DF) e de Mato Grosso do Sul (MS), em período posterior à homologação da Base Nacional Comum Curricular- BNCC (Brasil, 2017), com a perspectiva de apreender as formas de intervenção objetiva/subjetiva operada pelas comunidades disciplinares envolvidas na elaboração. Particulariza-se o componente curricular Educação Física (EF), ofertado aos anos finais do Ensino Fundamental, cujas análises estão suportadas por aproximações ao Ciclo de Políticas (Ball, 1994; Bowe; Ball; Gold, 1992) e pela concepção relacional de Pierre Bourdieu. Conclui-se que a escolha das comunidades não consegue ultrapassar uma tradição utilitária e pedagógica. Ao mesmo tempo, a seleção do conhecimento padronizado passa a existir como conhecimento profissional identificado, com valores estabelecidos e organizados disciplinarmente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The sources and objects of the paper are prescribed curriculum texts/documents (TDC) produced in the Middle-West region of Brazil, especially by the state education networks of the Federal District (DF) and Mato Grosso do Sul (MS), in the period after the approval of the National Curricular Common Base (BNCC, 2017), with the purpose of apprehending the ways in which the disciplinary communities involved in the elaboration operate objective/subjective intervention. The Physical Education curricular component, offered to the final years of Elementary School, is particularized. The analyses are supported by approximations to the Policy Cycle (Ball, 1994; Bowe; Ball; Gold, 1992) and Pierre Bourdieu&#8217;s relational concept. In conclusion, the choice of communities cannot go beyond a utilitarian and pedagogical tradition. At the same time, the selection of the standardized knowledge exists as identified professional knowledge, with established values, and disciplinarily organized.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Comunidades Disciplinares]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Região Centro-Oeste]]></kwd>
<kwd lng="en"><![CDATA[Disciplinary Communities]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Middle-West region]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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