<?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[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>S1809-38762017000400004</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i4p0927-0957</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Periferias urbanas e efeito do território: contribuições conceituais para análises de processos curriculares e do trabalho escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Urban peripheries and the effect of the territory: conceptual contributions for analyzes of curricular processes and school work]]></article-title>
<article-title xml:lang="es"><![CDATA[Periferias urbanas y efecto del territorio: contribuciones conceituales para análisis de procesos curriculares y del trabajo escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Simone Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Graziella Souza dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gandin]]></surname>
<given-names><![CDATA[Luís Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Facultade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>4</numero>
<fpage>927</fpage>
<lpage>957</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000400004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000400004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000400004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Este artigo tem como objetivo examinar as contribui&#231;&#245;es que a incorpora&#231;&#227;o dos conceitos de periferia urbana e efeito do territ&#243;rio t&#234;m na an&#225;lise de processos educacionais e curriculares em escolas localizadas em regi&#245;es de extrema pobreza. A especificidade e a complexidade do trabalho escolar em escolas da periferia, bem como as dificuldades verificadas nas pr&#225;ticas curriculares, motivaram a realiza&#231;&#227;o de duas pesquisas de doutorado que tiveram como campo emp&#237;rico a Rede Municipal de Ensino de Porto Alegre - RS. As concep&#231;&#245;es de periferia e hiperperiferia (ROSA, 2009, TORRES; et. al., 2003) e efeito do territ&#243;rio (MAURIN, 2004; BRUNO; MENDES, 2014) foram centrais para os estudos realizados, desenvolvidos a partir da perspectiva da etnografia cr&#237;tica e alicer&#231;ados nos pressupostos da Sociologia da Educa&#231;&#227;o e dos Estudos Educacionais Cr&#237;ticos na compreens&#227;o da institui&#231;&#227;o escolar. Este artigo aborda, portanto, a utiliza&#231;&#227;o desses conceitos trazendo algumas conclus&#245;es das investiga&#231;&#245;es realizadas com o objetivo de argumentar que essas ferramentas conceituais podem ser prof&#237;cuas para a complexifica&#231;&#227;o da an&#225;lise de processos educacionais. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  The goal of this paper is to examine the contributions of the incorporation of the concepts of urban periphery and territorial effect in the analysis of educational and curricular processes in schools located in places of extreme poverty. The specificity and the complexity of the school work in the periphery schools were the guiding principles of two doctoral studies - the basis of this paper - that focused on the Municipal Schools of Porto Alegre. The theoretical perspective of Sociology of Education and Critical Educational Studies in the understanding of the school institution, the conceptions of periphery and hyperperiphery (ROSA, 2009, TORRES; et. al., 2003) and territory effect (MAURIN, 2004; BRUNO; MENDES, 2014), and the methodology of critical ethnography were central to the research and this paper. This article uses these concepts by bringing some conclusions of the investigations, and argue that these conceptual tools can be useful for the complexification of the analysis of educational processes. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  El objetivo de este trabajo es examinar los aportes de la incorporaci&#243;n de los conceptos de periferia urbana y efecto del territorio en el an&#225;lisis de procesos educativos y curriculares en escuelas ubicadas en lugares de extrema pobreza. La especificidad y la complejidad del trabajo escolar en las escuelas de la periferia fueron los principios rectores de dos estudios de doctorado, la base de este documento, que se centraron en las Escuelas Municipales de Porto Alegre. La perspectiva te&#243;rica de la Sociolog&#237;a de la Educaci&#243;n y los Estudios Educativos Cr&#237;ticos de la comprensi&#243;n de la instituci&#243;n escolar, las concepciones de periferia e hiperperiferia (ROSA, 2009, TORRES; et al., 2003) y el efecto del territorio (MAURIN, 2004; BRUNO; MENDES, 2014), y la metodolog&#237;a de la etnograf&#237;a cr&#237;tica fueron centrales para la investigaci&#243;n y para este trabajo. Este art&#237;culo utiliza estos conceptos y ofrece algunas conclusiones de las investigaciones y argumenta que estas herramientas conceptuales pueden ser &#250;tiles para la complejizaci&#243;n del an&#225;lisis de los procesos educativos. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Periferia Urbana]]></kwd>
<kwd lng="pt"><![CDATA[Efeito do Território]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Escolar]]></kwd>
<kwd lng="en"><![CDATA[Urban Periphery]]></kwd>
<kwd lng="en"><![CDATA[Territorial Effect]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[School Work]]></kwd>
<kwd lng="es"><![CDATA[Periferia Urbana]]></kwd>
<kwd lng="es"><![CDATA[Efecto del Territorio]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Trabajo Escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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