<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762016000401527</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i4p1527</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Para um currículo ético-crítico: referências a partir da ética da libertação de Enrique Dussel]]></article-title>
<article-title xml:lang="en"><![CDATA[Towards a critical-ethical curriculum: references from Enrique Dussel&#8217;s ethics of liberation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casali]]></surname>
<given-names><![CDATA[Alípio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>14</volume>
<numero>4</numero>
<fpage>1527</fpage>
<lpage>1555</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000401527&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000401527&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000401527&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo, resultado de pesquisa te&#243;rica bibliogr&#225;fica, tem como pretens&#227;o propor uma refer&#234;ncia filos&#243;fica para fundamento &#233;tico do Curr&#237;culo. Trata-se da &#201;tica da Liberta&#231;&#227;o, tema que veio sendo desenvolvido pelo fil&#243;sofo argentino-mexicano Enrique Dussel desde o final dos anos 1960 e que culminou em sua obra cl&#225;ssica &#201;tica da liberta&#231;&#227;o na idade da globaliza&#231;&#227;o e da exclus&#227;o (1998). Na Parte I deste artigo, a &#201;tica de Dussel &#233; apresentada em sua arquitetura de seis movimentos: (A) em &#226;mbito intrassist&#234;mico: 1. fundamento material; 2. valida&#231;&#227;o argumentativa; 3. pr&#225;tica de transforma&#231;&#227;o; (B) em &#226;mbito cr&#237;tico, para al&#233;m dos fundamentos do sistema hegem&#244;nico: 4. fundamento material cr&#237;tico a partir das v&#237;timas do sistema; 5. valida&#231;&#227;o cr&#237;tico-argumentativa pela comunidade de v&#237;timas; 6. pr&#225;xis cr&#237;tica de transforma&#231;&#227;o a partir da escolha dos meios fact&#237;veis de transforma&#231;&#227;o. Na Parte II, cada um dos seis movimentos dessa &#201;tica &#233; pensado e descrito no campo curricular, tendo em vista referenciar a pr&#225;tica de um Curr&#237;culo &#233;tico-cr&#237;tico. O que opera como fio condutor nesse percurso da &#201;tica de Dussel &#233; o seu princ&#237;pio &#233;tico-cr&#237;tico universal: a produ&#231;&#227;o, reprodu&#231;&#227;o e desenvolvimento da vida humana de sujeitos concretos em comunidade. A hip&#243;tese cr&#237;tica do presente artigo &#233; que o Curr&#237;culo pode ser (portanto, deve ser) um lugar e tempo articulado a esse princ&#237;pio &#233;tico-cr&#237;tico, especialmente ao desenvolvimento da vida dos sujeitos em comunidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article, result of a bibliographic theoretical research, aims to propose a philosophical reference to an ethical foundation of the Curriculum. It is about the Liberation Ethics, a theme that has being developed by the Argentine-Mexican philosopher Enrique Dussel since the late 1960s and culminates in his classic "Ethics of Liberation in the age of globalization and exclusion" (1998). At Part I of this article, the Ethics is presented in its architectural six movements: (A) under intra-systemic scope: 1. Material foundations; 2. Argumentative validation; 3 Transformation praxis; (B) in critical perspective, beyond the scope of the hegemonic system: 4. Critical material foundations, from the perspective of the victims of the hegemonic system; 5. Critical and argumentative validation, by the community of victims; 6. Critical praxis of transformation, from critical choice of feasible means of transformation. At Part II, each one of the six movements of this Ethics is thought and described within the Curriculum field, in order to draw references for the praxis towards an ethical-critical Curriculum. The main reference along this journey is the universal ethical-critical principle: the imperative "production, reproduction and development of human life of concrete human beings living in community". The critical assumption of this article is that the Curriculum can be (and therefore should be) a place and time operating from this ethical principle, especially the development of human life of concrete human beings living in community.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="pt"><![CDATA[Dussel]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[Dussel]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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