<?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 FAEEBA: 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>S0104-70432025000100208</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2025.v34.n77.p208-223</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRÁTICAS CURRICULARES DOCENTE-GESTORAS DECOLONIAIS NAS CLASSES MULTISSERIADAS DO CAMPO]]></article-title>
<article-title xml:lang="en"><![CDATA[DECOLONIAL TEACHING AND MANAGEMENT CURRICULAR PRACTICES IN MULTI-GRADE RURAL CLASSROOMS]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS CURRICULARES DOCENTE-GESTORAS DECOLONIALES EN LAS CLASES MULTIGRADO DEL ÂMBITO RURAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Isaias da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Janssen Felipe da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Michele Guerreiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário FACOL  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco (UFPE)  ]]></institution>
<addr-line><![CDATA[Caruaru Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Paraíba (UFPB)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>michele.guerreiro@academico.ufpb.br</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>34</volume>
<numero>77</numero>
<fpage>208</fpage>
<lpage>223</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432025000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432025000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432025000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente texto versa sobre práticas curriculares docente-gestoras que vêm sendo protagonizadas nas escolas do campo com multisseriadas com base em reflexões do currículo pós-colonial. Assim, objetivamos evidenciar as possibilidades e tensões político-práticas na construção de currículos específicos e diferenciados no contexto da multisseriação. Metodologicamente, utilizamos a pesquisa bibliográfica e a Análise de Conteúdo para estabelecermos diálogos sobre a prática curricular docente-gestora decolonial. Concluímos que a prática curricular docente-gestora, no cenário de possibilidades e tensões, constrói seus saberes ancorados em princípios que se articulam política e pedagogicamente com as reais demandas do cenário escolar. Isso abrange os processos formativos, os recursos didáticos, os processos metodológicos e avaliativos, bem como outros contextos internos e externos ao território escolar, visando romper a inferiorização imposta às escolas e classes multisseriadas do campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text discusses teacher-managerial curricular practices that have been implemented in rural schools with multi-grade classrooms based on reflections from post-colonial curriculum studies. Thus, the aim is to highlight the possibilities and political-practical tensions in the construction of specific and differentiated curricula in the context of multi-grading. Methodologically, we used bibliographic research and content analysis to establish dialogues about decolonial teacher-managerial curricular practices. We conclude that these practices, in the midst of possibilities and tensions, build knowledge based on principles that are politically and pedagogically aligned with the real demands of the school environment. This includes formative processes, teaching resources, methodological and assessment processes, and other internal and external contexts to the school territory, aiming to break the marginalization imposed on rural schools with multi-grade classrooms.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este texto aborda las prácticas curriculares docente-gestoras implementadas en escuelas rurales con clases multigrado, desde la perspectiva dei currículo poscolonial. El objetivo es analizar las posibilidades y tensiones político-prácticas en la construcción de currículos específicos y diferenciados en el contexto de la multigradación. Metodologicamente, se empleó la investigación bibliográfica y el análisis de contenido para establecer un diálogo sobre las prácticas curriculares decoloniales docente-gestoras. Se concluye que estas prácticas, situadas entre posibilidades y tensiones, construyen saberes basados en princípios que se articulan política y pedagogicamente con las demandas reales del entorno escolar. Esto abarca los procesos formativos, los recursos didácticos, los enfoques metodológicos y evaluativos, así como otros contextos internos y externos al território escolar, con el objetivo de cuestionar la marginalización impuesta a las escuelas rurales y a las clases multigrado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática Curricular Docente-Gestora]]></kwd>
<kwd lng="pt"><![CDATA[Estudos Pós-Coloniais]]></kwd>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="pt"><![CDATA[Escolas do Campo com Classes Multisseriadas]]></kwd>
<kwd lng="en"><![CDATA[Teacher-Managerial Curricular Practice]]></kwd>
<kwd lng="en"><![CDATA[Post-Colonial Studies]]></kwd>
<kwd lng="en"><![CDATA[Rural Education]]></kwd>
<kwd lng="en"><![CDATA[Rural Schools with Multi-Grade Classrooms]]></kwd>
<kwd lng="es"><![CDATA[Práctica Curricular Docente-Gestora]]></kwd>
<kwd lng="es"><![CDATA[Estúdios Poscoloniales]]></kwd>
<kwd lng="es"><![CDATA[Educación Rural]]></kwd>
<kwd lng="es"><![CDATA[Escuelas Rurales Multigrado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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