<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAAEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432013000200006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Discurso, demandas e fronteira: articulações teórico-metodológicas na análise de textos curriculares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gabriel]]></surname>
<given-names><![CDATA[Carmen Teresa]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,UFRJ  ]]></institution>
<addr-line><![CDATA[Praia Vermelha ]]></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>
<volume>22</volume>
<numero>40</numero>
<fpage>55</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432013000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432013000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432013000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este texto tem por objetivo apresentar alguns rastros dos caminhos investigativos adotados no grupo de pesquisa, sob minha coordenação, cujo foco de análise consiste na compreensão dos processos de produção e distribuição do conhecimento validado e legitimado em diferentes contextos de formação. Entendemos que as disputas em torno da definição do conhecimento mobilizado nos fazeres curriculares é uma questão política incontornável face às demandas que interpelam as escolas e as universidades públicas em nosso presente. Em diálogo com as abordagens discursivas na perspectiva pós-fundacional, o texto destaca algumas implicações metodológicas desta aposta teórico-metodológica nos processos de investigação desenvolvidos pelo grupo de pesquisa. Operando com o pressuposto que teoria e método são indissociáveis, defendemos que as opções metodológicas precisam fazer sentido dentro do referencial teórico no qual as inscrevemos. O texto explicita alguns dos questionamentos formulados nas diferentes pesquisas concluídas e/ou em curso, bem como a caixa de ferramenta utilizada para a análise do acervo empírico produzido, sublinhando a potencialidade analítica das categorias “demanda” e “fronteira”. As análises apontam que nas lutas de significação em torno de fixação de sentidos de “conhecimento escolar/acadêmico”, o que está em jogo é a produção de outros universais, de outros antagonismos, por meio da produção de outras práticas articulatórias hegemônicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This text is aimed at presenting some traces of the investigative paths adopted in the research group under my supervision, which focuses on understanding the processes of production and distribution of validated and legitimized knowledge in different contexts of teacher education. We understand that the dispute over the definition of knowledge which is mobilized in curricular practices is an unavoidable political question under the demands of public schools and universities in our present time. In dialogue with the discursive approaches under a post-foundational perspective, the text highlights some implications derived from this theoretical-methodological standpoint in the investigative processes developed by our research group. Operating on the assumption that theory and method are inseparable, we defend that methodological options must make sense within the theoretical references we follow. The article makes some reflections formulated in different research studies (concluded and/or in process) explicit as well as the analytical tools employed for the analysis of the empirical collection produced, emphasizing the analytical potentiality of categories such as “demands” and “frontiers”. Our analyses identifies that in the struggles for meaning over the establishment of different senses for “school/academic knowledge”, what is really at stake is a production of other universals, and other antagonisms, by means of the production of other hegemonic practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudos Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Escolar/Acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Teoria do Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Demanda]]></kwd>
<kwd lng="pt"><![CDATA[Fronteira]]></kwd>
<kwd lng="en"><![CDATA[Curricular Studies]]></kwd>
<kwd lng="en"><![CDATA[School/Academic Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[Demands]]></kwd>
<kwd lng="en"><![CDATA[Frontiers]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Discurso,  demandas e fronteira: articula&ccedil;&otilde;es te&oacute;rico-metodol&oacute;gicas na an&aacute;lise de textos  curriculares.</h2> <h3>Discourse, demands and frontiers: theoretical and metodological  links in the analysis of curricular texts.</h3>     <p>&nbsp;</p> <h4>Carmen  Teresa Gabriel    <br> </h4> </font>      ]]></body><back>
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