<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922020000400837</article-id>
<article-id pub-id-type="doi">10.20396/etd.v22i4.8660143</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[HISTÓRIA DO CURRÍCULO DO PRESENTE: INVESTIGANDO PROCESSOS ALQUÍMICOS NO ENSINO DE CIÊNCIAS PARA A EDUCAÇÃO DE JOVENS E ADULTOS NO BRASIL]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUM HISTORY AS HISTORY OF THE PRESENT: INVESTIGATING ALCHEMICAL PROCESSES IN THE SCIENCE CURRICULUM FOR YOUTH AND ADULT EDUCATION IN BRAZIL]]></article-title>
<article-title xml:lang="es"><![CDATA[HISTORIA DEL CURRÍCULO DEL PRESENTE: INVESTIGACIÓN DE PROCESOS ALQUÍMICOS EN EL CURRÍCULO DE CIENCIAS PARA LA EDUCACIÓN DE JÓVENES Y ADULTOS EN BRASIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marsico]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Marcia Serra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>4</numero>
<fpage>837</fpage>
<lpage>855</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922020000400837&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922020000400837&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922020000400837&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste texto, investigamos os discursos que produzem uma especificidade para os conhecimentos escolares em ciências, historicamente endereçados para a Educação de Jovens e Adultos (EJA) no Brasil. Ele é parte das investigações que vimos realizando no Grupo de Estudos em História do Currículo, que é parte do NEC/UFRJ, com recursos do CNPq, Capes e Faperj. No diálogo com Michel Foucault e historiadores que nos instigam na produção de uma História do Currículo do Presente (Reinhart Koselleck, por exemplo), mobilizamos a noção de alquimia das disciplinas escolares proposta por Thomas Popkewitz para compreender como os conhecimentos escolares em ciências vêm sendo historicamente produzidos para a EJA. Interessa-nos perceber que transformações esses conhecimentos sofrem ao serem atravessados por enunciados que produzem regularidades para essa modalidade. Investigamos: (i) documentos oficiais voltados para a modalidade de ensino no país; (ii) uma coleção didática disponibilizada pelo Ministério da Educação. Na análise, enunciados relativos a uma educação de pessoas jovens e adultas voltada para a emancipação, a formação cidadã e o trabalho, assim como aqueles voltados para as experiências de vida desses estudantes, emergem como reguladores da produção curricular aqui investigada. É nesse contexto discursivo que se produzem conhecimentos escolares em ciências que participam da produção de estudantes enunciados como trabalhadores oprimidos e que necessitam de um professor (e um ensino) que os emancipe. Em tal movimento, as contingências e complexidades da vida cotidiana vão sendo reorganizadas como objetos da lógica escolar, passando a constituir, alquimicamente, os conhecimentos escolares em ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this paper, we investigate different discourses that produce a specificity for school knowledge in sciences, historically addressed to Adult Education (EJA) in Brazil. It is part of the investigations we have been carrying out in the Curriculum History Study Group, which is part of the NEC/UFRJ, with resources from CNPq, Capes and Faperj. In a dialogue with Michel Foucault and historians who instigate us in the production of a Curriculum History as History of the Present (Reinhart Koselleck, for example), we mobilized the notion of alchemy of school subjects proposed by Thomas Popkewitz to understand how school knowledge in sciences has been historically produced for EJA. We are interested in understanding what transformations this knowledge undergoes when traversed by statements that produce regularities for this modality. We investigated: (i) official documents related to EJA in the country; (ii) a textbook collection made available by the Ministry of Education. In the analysis, statements related to the education of young and adult people focused on emancipation, citizen training and work, as well as those focused on the life experiences of these students, emerge as exercising regulatory effects over the curriculum production investigated here. It is in this discursive context that school knowledge in sciences is produced, that participates in the fabrication of students described as oppressed workers who need a teacher (and teaching) to emancipate them. In this movement, the contingencies and complexities of everyday life are being reorganized as objects of school logic, becoming, alchemically, the school knowledge in sciences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este texto, investigamos los discursos que producen una especificidad para el conocimiento escolar en ciencias, históricamente dirigidas a la Educación de Jóvenes y Adultos (EJA) en Brasil. Compone las investigaciones del Grupo de Estudio en la Historia del Currículo, que es parte de NEC/UFRJ, con recursos de CNPq, Capes y Faperj. En el diálogo con Michel Foucault y historiadores que nos instigan en la producción de una Historia del Currículo del Presente (Reinhart Koselleck, por ejemplo), movilizamos la noción de alquimia de las asignaturas escolares propuesta por Thomas Popkewitz para comprender cómo el conocimiento escolar en ciencias ha sido históricamente producido para EJA. Estamos interesadas &#8203;&#8203;en buscar qué transformaciones experimentan estos conocimientos cuando se cruzan con discursos que producen regularidades para esta modalidad. Investigamos: (i) documentos oficiales relacionados con la modalidad de enseñanza en el país; (ii) una colección didáctica puesta a disposición por el Ministerio de Educación. En el análisis, los discursos relacionados con la educación de personas jóvenes y adultas centradas en la emancipación, la capacitación ciudadana y el trabajo, así como aquellas centradas en las experiencias de vida de estos estudiantes, emergen como reguladores de la producción curricular. Es en este contexto discursivo que se produce el conocimiento escolar en ciencias que participa en la producción de estudiantes descritos como trabajadores oprimidos y que necesitan un maestro (y enseñanza) para emanciparlos. En tal movimiento, las contingencias y complejidades de la vida cotidiana se reorganizan como objetos de la lógica escolar, convirtiéndose, alquímicamente, en el conocimiento escolar de las ciencias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História do Currículo]]></kwd>
<kwd lng="pt"><![CDATA[História do Presente]]></kwd>
<kwd lng="pt"><![CDATA[Alquimia das Disciplinas Escolares]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="en"><![CDATA[Curriculum History]]></kwd>
<kwd lng="en"><![CDATA[History of the Present]]></kwd>
<kwd lng="en"><![CDATA[Alchemy of School Subjects]]></kwd>
<kwd lng="en"><![CDATA[Young and Adult Education]]></kwd>
<kwd lng="es"><![CDATA[Historia del Currículo]]></kwd>
<kwd lng="es"><![CDATA[Historia del Presente]]></kwd>
<kwd lng="es"><![CDATA[Alquimia de las Asignaturas Escolares]]></kwd>
<kwd lng="es"><![CDATA[Educación de Jóvenes y Adultos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[Atualidade de &#8220;O mestre ignorante&#8221;&#8217;]]></article-title>
<source><![CDATA[Educação e Sociedade]]></source>
<year>2003</year>
<volume>24</volume>
<numero>82</numero>
<issue>82</issue>
<page-range>185-202</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
