<?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>S1809-38762017000200325</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i2p325-344</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os sentidos referentes à classe social e relações de poder presentes no contexto das teorias curriculistas tradicionais e críticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Meanings related to social classes and power relationship present in the context of traditional and critical curriculum theories]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Adriana Regina de Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Rosana Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Rogerio da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>325</fpage>
<lpage>344</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000200325&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000200325&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000200325&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  O presente trabalho consiste em uma pesquisa bibliogr&#225;fica desenvolvida com o objetivo de identificar e analisar, por meio das teorias do curr&#237;culo, os sentidos que este apresenta no que tange &#224; classe social e rela&#231;&#245;es de poder na escola. As categorias curr&#237;culo, classe social e rela&#231;&#245;es de poder tornaram-se os eixos norteadores de nossas an&#225;lises, que t&#234;m como principais referenciais os seguintes te&#243;ricos: Apple (1989, 2003), Sacrist&#225;n (1999, 2000), McNeil (2001), Marx e Engels (2006) e Silva (2010). Com base nessas produ&#231;&#245;es, procuramos evidenciar como se constituem as rela&#231;&#245;es de classe social e de poder nas concep&#231;&#245;es curriculares tradicionais e cr&#237;ticas. O estudo aponta a necessidade de reconhecermos o curr&#237;culo como um territ&#243;rio de lutas, conflitos e contradi&#231;&#245;es, que podem confirmar e legitimar, ou n&#227;o, um conhecimento favorecedor da emancipa&#231;&#227;o dos sujeitos envolvidos nos processos escolares. A pesquisa mostrou que a concep&#231;&#227;o cr&#237;tica de curr&#237;culo favorece a emancipa&#231;&#227;o, por legitimar a atitude da contesta&#231;&#227;o nos destinat&#225;rios dos saberes presentes na cultura escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  This work looks at a bibliographical research developed with the purpose of identify and analyze, through curriculum theory, the meanings displayed with respect to social class and power relationship at school. Curriculum, social class and power relationship are the axis that will lead the analysis, having as the main theoretical references: Apple (1989, 2003), Sacrist&#225;n (1999, 2000), Mcneil (2001), Marx &amp; Engels (2006) and Silva (2010). Based on those productions, we try to evidence how social class and power relationship are constituted in traditional and critical curriculum conceptions. The study suggests the necessity of recognizing the curriculum as a territory of struggle, conflicts and contradictions that may, or not, confirm and legitimize a knowledge tending to favor the emancipation of the involved subjects in school processes. The research showed that the critical conception of curriculum favors the emancipation by legitimating the questioning attitude in the addressed actors of knowledge, present in school culture.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Classes Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Ideologia e Poder]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Social Classes]]></kwd>
<kwd lng="en"><![CDATA[Ideology and Power]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YOUNG]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Currículo e democracia: lições de uma crítica à "nova sociologia da educação".]]></article-title>
<source><![CDATA[Educação &amp; Realidade]]></source>
<year></year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>29-39</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
