<?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>S0104-40602024000100307</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.94402</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escolas Internacionais e bilíngues como representação global de currículos internacionalizados na Educação Básica brasileira]]></article-title>
<article-title xml:lang="en"><![CDATA[International and bilingual schools as a global representation of internationalized curricula in Brazilian Primary Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thiesen]]></surname>
<given-names><![CDATA[Juares Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A1"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC)  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A1a">
<institution><![CDATA[,Universidade do Planalto Catarinense (UNIPLAC)  ]]></institution>
<addr-line><![CDATA[Lages Santa Catarina]]></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=S0104-40602024000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602024000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602024000100307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O principal objetivo do trabalho é evidenciar a potência discursiva produzida em torno dos modelos curriculares das chamadas escolas internacionais e escolas bilíngues de prestígio, ambos caracterizados como representação global de currículos internacionalizados, indicando, inclusive, reflexos desse movimento nas políticas curriculares para a Educação Básica no Brasil. Com esse propósito, apresenta-se na primeira seção um panorama geral com informações relativas à normatização, tipologias, dados quantitativos e comentários sobre escolas com currículos internacionalizados envolvendo esses dois modelos na Educação Básica no Brasil atualmente. Na segunda seção, destaca-se a potência discursiva que vem sendo construída por agências e organismos internacionais, gestores dos sistemas educacionais e pelas próprias escolas em torno desse ideário de formação escolar. Para concluir, são indicados reflexos desse movimento na produção de textos de políticas curriculares no Brasil, notadamente em diretrizes curriculares oficiais tais como a Base Nacional Comum Curricular - BNCC, a Lei que instituiu o chamado Novo Ensino Médio e outros documentos curriculares de sistemas estaduais e locais de educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The primary objective of the work is to highlight the discursive strength produced concerning the curricular models of the so-called prestigious international schools and bilingual schools; both characterized as global representations of internationalized curricula, indicating reflections of this movement in curricular policies for Primary Education in Brazil. For this purpose, the first section presents an overview with information on standardization, typologies, quantitative data, and comments on schools with internationalized curriculum involving these two models in primary education in Brazil today. The second section highlights the discursive power built by international agencies and organizations, as well as managers of educational systems and schools around this idea of school education. To conclude, reflections of this movement are indicated in the production of curricular policy texts in Brazil, notably in official curricular guidelines such as the Common National Curricular Base (BNCC), the Law that instituted the so-called New High School and other curricular documents of state and local education systems.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Internacionalização]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Escolas Internacionais]]></kwd>
<kwd lng="pt"><![CDATA[Escolas Bilíngues]]></kwd>
<kwd lng="en"><![CDATA[Internationalization]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[International Schools]]></kwd>
<kwd lng="en"><![CDATA[Bilingual Schools]]></kwd>
</kwd-group>
</article-meta>
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<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>9-33</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YEMINI]]></surname>
<given-names><![CDATA[Miri]]></given-names>
</name>
</person-group>
<source><![CDATA[Internationalization and global citizenship: policy and practice in education]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Israel ]]></publisher-loc>
<publisher-name><![CDATA[Springer Nature]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
