<?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>S1809-38762019000301075</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i3p1075-1100</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DIREITO À EDUCAÇÃO COMO PRINCÍPIO DE JUSTIÇA SOCIAL: UM OLHAR PARA AS POLÍTICAS AVALIATIVAS E SUAS REVERBERAÇÕES NO CENÁRIO CURRICULAR]]></article-title>
<article-title xml:lang="en"><![CDATA[RIGHT TO EDUCATION AS A PRINCIPLE OF SOCIAL JUSTICE: A VIEW TO EVALUATING POLICIES AND ITS REVERBERATIONS IN THE CURRICULAR SCENARIO]]></article-title>
<article-title xml:lang="es"><![CDATA[EL DERECHO A LA EDUCACIÓN COMO PRINCIPIO DE JUSTICIA SOCIAL: UNA VISTA A LA EVALUACIÓN DE LAS POLÍTICAS Y SUS REVERBUACIONES EN EL ESCENARIO CURRICULAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[Lucinalva Andrade Ataide de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MAGALHÃES]]></surname>
<given-names><![CDATA[Priscila Maria Vieira dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GONÇALVES]]></surname>
<given-names><![CDATA[Crislainy de Lira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pernambuco Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>1075</fpage>
<lpage>1100</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000301075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000301075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000301075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As políticas curriculares e avaliativas voltadas à Educação Básica têm se apresentado sob a égide de garantias sociais, de diminuição das desigualdades e de inclusão - princípios que se constituem como essenciais à efetivação da justiça social. Assim, ao destacar nas políticas avaliativas-curriculares enunciados voltados a princípios de inclusão escolar em disputas históricas com sentidos de classificação e exclusão, objetiva-se, neste texto, analisar os sentidos mobilizados nas políticas avaliativas e suas reverberações no cenário curricular contemporâneo por vias do direito à educação como elemento essencial à justiça social. A análise de políticas avaliativas, orientada por uma perspectiva da Análise do Discurso, evidenciou sentidos de avaliação como instrumento de responsabilização e de medida do conhecimento que, apesar de no contexto macro político emergirem em consonância com discursos em prol da qualidade, da inclusão e da superação das desigualdades socioeducacionais, ainda sustentam-se em uma memória discursiva constituída por significantes que se afastam dos princípios de justiça e equidade, posto que recorrem a mecanismos de classificação. Contudo, frente ao curso da história da negação-afirmação dos direitos humanos e do direito à educação via políticas avaliativas e suas reverberações nas políticas curriculares, vislumbra-se o poder de (re)invenção dos discursos-políticas-práticas educacionais em efervescência na escola. Isso, porque, nesse espaço, os profissionais e discentes de contextos sócio-econômico-culturais diversos - enquanto sujeitos e objetos da ação política (BALL; MAGUIRE; BRAUN, 2016) - se apresentam como capazes de viabilizarem ou não projetos educacionais guiados por concepções que se pretendem transformadoras da sociedade e promotoras de justiça social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Curricular and evaluative policies aimed at Basic Education have been presented under the guise of social guarantees, reducing inequalities and inclusion - principles that are essential to the realization of social justice. Thus, in highlighting in the evaluative-curricular policies addressed to principles of school inclusion in historical disputes with meanings of classification and exclusion, we aim, in this text, to analyze the senses mobilized in the evaluation policies and their reverberations in the contemporary curricular scenario by means of the right to education as an essential element of social justice. The analysis of evaluative policies, guided by a discursive perspective, evidenced senses of evaluation as an instrument of accountability and knowledge measurement that, although in the macro-political context, emerge in consonance with discourses in favor of quality, inclusion and overcoming socio-educational inequalities, still support themselves in a discursive memory constituted by signifiers that deviate from the principles of justice and equity. However, in the face of the history of denial-affirmation of human rights and the right to education through evaluative policies and their reverberations in curriculum policies, we see the power of (re)invention of educational discourses-policies-effervescence in school. This is because, in this space, professionals and students from diverse socio-economic-cultural contexts - as subjects and objects of political action (BALL; MAGUIRE, BRAUN, 2016) - present themselves as capable of making educational projects guided by concepts that are intended to transform society and promote social justice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las políticas curriculares y evaluativas dirigidas a la educación básica se han presentado bajo la forma de garantías sociales, reduciendo las desigualdades y la inclusión, principios que son esenciales para la realización de la justicia social. De este modo, al resaltar en las políticas evaluativas-curriculares dirigidas a los principios de inclusión escolar en disputas históricas con significados de clasificación y exclusión, nuestro objetivo es analizar en este texto los sentidos movilizados en las políticas de evaluación y sus repercusiones en el escenario curricular contemporáneo mediante el derecho a La educación como elemento esencial de la justicia social. El análisis de las políticas evaluativas, guiado por una perspectiva discursiva, evidenció los sentidos de la evaluación como un instrumento de rendición de cuentas y medición del conocimiento que, aunque en el contexto macro-político, emerge en consonancia con los discursos a favor de la calidad, la inclusión y la superación de las desigualdades. Socioeducativos, aún se apoyan en una memoria discursiva constituida por significantes que se desvían de los principios de justicia y equidad. Sin embargo, frente a la historia de la negación-afirmación de los derechos humanos y el derecho a la educación a través de políticas evaluativas y sus repercusiones en las políticas curriculares, vemos el poder de (re) invención de discursos educativos-políticas-efervescencia en la escuela. Esto se debe a que, en este espacio, profesionales y estudiantes de diversos contextos socioeconómicos y culturales, como sujetos y objetos de acción política (BALL; MAGUIRE, BRAUN, 2016), se presentan como capaces de realizar proyectos educativos guiados por conceptos que se pretenden transformando la sociedad y promoviendo la justicia social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas avaliativas-curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Direito à educação]]></kwd>
<kwd lng="pt"><![CDATA[Justiça social]]></kwd>
<kwd lng="en"><![CDATA[Evaluative-curricular policies]]></kwd>
<kwd lng="en"><![CDATA[Right to education]]></kwd>
<kwd lng="en"><![CDATA[Social justice]]></kwd>
<kwd lng="es"><![CDATA[Políticas evaluativas-curriculares]]></kwd>
<kwd lng="es"><![CDATA[Derecho a la educación]]></kwd>
<kwd lng="es"><![CDATA[Justicia social]]></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[AFONSO]]></surname>
<given-names><![CDATA[Almerindo Janela]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[ado, Políticas Educacionais e obsessão avaliativa]]></article-title>
<source><![CDATA[Contrapontos]]></source>
<year>2007</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>11-22</page-range><publisher-loc><![CDATA[Itajaí ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[Lucinalva Andrade Ataide de]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Geisa Natália da Rocha]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O currículo pensado do curso de pedagogia: a pesquisa em questão]]></article-title>
<source><![CDATA[Revista e-Curriculum]]></source>
<year>2014</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1440-56</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ARROYO]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
</person-group>
<source><![CDATA[Currículo, território em disputa]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ARROYO]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O direito à educação e a nova segregação social e racial - tempos insatisfatórios]]></article-title>
<source><![CDATA[Educação em Revista]]></source>
<year>2015</year>
<volume>31</volume>
<numero>83</numero>
<issue>83</issue>
<page-range>15-47</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ARROYO]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Políticas educacionais e desigualdades: à procura de novos significados]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2010</year>
<volume>31</volume>
<numero>113</numero>
<issue>113</issue>
<page-range>1381-416</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diretrizes políticas globais e relações políticas locais em educação]]></article-title>
<source><![CDATA[Currículo sem fronteiras]]></source>
<year>2001</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>99-116</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen J.]]></given-names>
</name>
<name>
<surname><![CDATA[MAINARDES]]></surname>
<given-names><![CDATA[Jefferson]]></given-names>
</name>
</person-group>
<source><![CDATA[Políticas educacionais: questões e dilemas]]></source>
<year>2011</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BALL]]></surname>
<given-names><![CDATA[Stephen]]></given-names>
</name>
<name>
<surname><![CDATA[MAGUIRE]]></surname>
<given-names><![CDATA[Mag]]></given-names>
</name>
<name>
<surname><![CDATA[BRAUN]]></surname>
<given-names><![CDATA[Annette]]></given-names>
</name>
<name>
<surname><![CDATA[Bridon]]></surname>
<given-names><![CDATA[Janete]]></given-names>
</name>
</person-group>
<source><![CDATA[Como as escolas fazem as políticas: atuação em escolas secundárias]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Ponta Grossa ]]></publisher-loc>
<publisher-name><![CDATA[Editora UEPG]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERNSTEIN]]></surname>
<given-names><![CDATA[Basil]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pedagogização do conhecimento: Estudos sobre recontextualização]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>2003</year>
<numero>120</numero>
<issue>120</issue>
<page-range>75-110</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<collab>BRASIL. Ministério da Educação</collab>
<source><![CDATA[Audiência colhe contribuições sobre sistema de avaliação]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<collab>BRASIL</collab>
<source><![CDATA[Parecer CNE/CP Nº 15/2017. Base Nacional Comum Curricular (BNCC)]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[Ministério da Educação, Conselho Nacional de Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="">
<collab>BRASIL. Ministério da Educação</collab>
<source><![CDATA[Ideb - Apresentação]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="">
<collab>BRASIL. Ministério da Educação. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira - INEP. Diretoria de avaliação da Educação Básica - DAEB</collab>
<source><![CDATA[Nota técnica]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<collab>BRASIL</collab>
<source><![CDATA[Portaria Normativa Nº10, de 24 de abril de 2007]]></source>
<year>2007</year>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CERTEAU]]></surname>
<given-names><![CDATA[Michel de]]></given-names>
</name>
</person-group>
<source><![CDATA[A invenção do cotidiano: artes de fazer]]></source>
<year>2014</year>
<edition>22</edition>
<publisher-loc><![CDATA[Petrópolis, RJ ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GIMENES]]></surname>
<given-names><![CDATA[Nelson]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Além da Prova Brasil: investimento em sistemas próprios de avaliação externa]]></article-title>
<source><![CDATA[Estudos em Avaliação Educacional]]></source>
<year>2013</year>
<volume>24</volume>
<numero>55</numero>
<issue>55</issue>
<page-range>12-32</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GUBA]]></surname>
<given-names><![CDATA[Egon G.]]></given-names>
</name>
<name>
<surname><![CDATA[LINCOLN]]></surname>
<given-names><![CDATA[Yvonna S]]></given-names>
</name>
</person-group>
<source><![CDATA[Fourth generation evaluation]]></source>
<year>1989</year>
<publisher-loc><![CDATA[Newbury Park, California ]]></publisher-loc>
<publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HALL]]></surname>
<given-names><![CDATA[Stuart]]></given-names>
</name>
</person-group>
<source><![CDATA[Da Diáspora: identidades e mediações culturais]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Editora da UFMG]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="">
<collab>INEP. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira</collab>
<source><![CDATA[Sistema de Avaliação da Educação Básica (Saeb)]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LEITE]]></surname>
<given-names><![CDATA[Carlinda]]></given-names>
</name>
<name>
<surname><![CDATA[FERNANDES]]></surname>
<given-names><![CDATA[Preciosa]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação, qualidade e equidade. Avaliação, qualidade e equidade]]></article-title>
<source><![CDATA[Avaliação]]></source>
<year>2014</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>421-38</page-range><publisher-loc><![CDATA[Campinas; Sorocaba ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[Licínio C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação, competitividade e hiperburocracia]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[ALVES]]></surname>
<given-names><![CDATA[Maria Palmira]]></given-names>
</name>
<name>
<surname><![CDATA[KETELE]]></surname>
<given-names><![CDATA[Jean-Marie de]]></given-names>
</name>
</person-group>
<source><![CDATA[Do currículo à avaliação, da avaliação ao currículo]]></source>
<year>2011</year>
<page-range>71-81</page-range><publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Porto Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[Alice Casimiro]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Apostando na produção contextual do currículo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[AGUIAR]]></surname>
<given-names><![CDATA[Márcia Angela da S.]]></given-names>
</name>
<name>
<surname><![CDATA[DOURADO]]></surname>
<given-names><![CDATA[Luiz Fernandes]]></given-names>
</name>
</person-group>
<source><![CDATA[A BNCC na contramão do PNE 2014-2024: avaliação e perspectivas]]></source>
<year>2018</year>
<page-range>26-30</page-range><publisher-loc><![CDATA[Recife ]]></publisher-loc>
<publisher-name><![CDATA[ANPAE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[Alice Casimiro]]></given-names>
</name>
<name>
<surname><![CDATA[MACEDO]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<source><![CDATA[Teorias de currículo]]></source>
<year>2011</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MACEDO]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Base Nacional Curricular Comum: novas formas de sociabilidade produzindo sentidos para educação]]></article-title>
<source><![CDATA[Revista e-Curriculum]]></source>
<year>2014</year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1530 &#8208; 1555</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MACEDO]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Base nacional curricular comum: a falsa oposição entre conhecimento para fazer algo e conhecimento em si]]></article-title>
<source><![CDATA[Educação em Revista]]></source>
<year>2016</year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>45-68</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MAINARDES]]></surname>
<given-names><![CDATA[Jefferson]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A abordagem do ciclo de políticas: uma contribuição para a análise de políticas educacionais]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2006</year>
<volume>27</volume>
<numero>94</numero>
<issue>94</issue>
<page-range>47-69</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MELO]]></surname>
<given-names><![CDATA[Maria Julia Carvalho de]]></given-names>
</name>
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[Lucinalva Andrade Ataide de]]></given-names>
</name>
<name>
<surname><![CDATA[LEITE]]></surname>
<given-names><![CDATA[Carlinda]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estágio supervisionado no curso de pedagogia: movimento discursivo entre o projeto curricular e a prática docente de estudantes já professores com experiência]]></article-title>
<source><![CDATA[Revista e-Curriculum]]></source>
<year>2015</year>
<volume>13</volume>
<page-range>815-37</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MÉNDEZ]]></surname>
<given-names><![CDATA[Juan Manuel Álvares]]></given-names>
</name>
</person-group>
<source><![CDATA[Avaliar para conhecer-examinar para excluir]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="">
<collab>MOVIMENTO pela Base</collab>
<source><![CDATA[Perguntas Frequentes: Base Nacional Comum Curricular (BNCC)]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NÓVOA]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
</person-group>
<source><![CDATA[Para o estudo sócio-histórico da gênese e desenvolvimento da profissão docente: teoria e educação]]></source>
<year>1991</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Panonica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[Inês Barbosa]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Currículos e pesquisas com os cotidianos: o caráter emancipatório dos currículos pensadospraticados pelos praticantespensantes dos cotidianos das escolas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[FERRAÇO]]></surname>
<given-names><![CDATA[Carlos Eduardo]]></given-names>
</name>
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[Janete Magalhães]]></given-names>
</name>
</person-group>
<source><![CDATA[Currículos, pesquisas, conhecimentos e produção de subjetividades]]></source>
<year>2012</year>
<page-range>47-70</page-range><publisher-loc><![CDATA[Rio de Janeiro/Espírito Santo ]]></publisher-loc>
<publisher-name><![CDATA[DP et Alli/Nupec]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ORLANDI]]></surname>
<given-names><![CDATA[Eni P]]></given-names>
</name>
</person-group>
<source><![CDATA[Análise de discurso: princípios e procedimentos]]></source>
<year>2005</year>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Pontes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ORLANDI]]></surname>
<given-names><![CDATA[Eni P]]></given-names>
</name>
</person-group>
<source><![CDATA[Discurso e leitura]]></source>
<year>2012</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PACHECO]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análise curricular da avaliação]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[PACHECO]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<name>
<surname><![CDATA[ZABALZA]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
</person-group>
<source><![CDATA[A avaliação dos alunos dos ensinos básico e secundário]]></source>
<year>1995</year>
<conf-name><![CDATA[ I Colóquio sobre Questões Curriculares]]></conf-name>
<conf-loc>Braga </conf-loc>
<page-range>39-49</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SACRISTÁN]]></surname>
<given-names><![CDATA[José Gimeno]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los contenidos como &#8220;campo de batalla&#8221; del sistema escolar]]></article-title>
<source><![CDATA[Cuadernos de Pedagogía]]></source>
<year>2014</year>
<numero>447</numero>
<issue>447</issue>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOMÉ]]></surname>
<given-names><![CDATA[Jurjo Torres]]></given-names>
</name>
</person-group>
<source><![CDATA[Currículo escolar e justiça social: o cavalo de Troia da educação]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Penso]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVIANI]]></surname>
<given-names><![CDATA[Dermeval]]></given-names>
</name>
</person-group>
<source><![CDATA[História das ideias pedagógicas no Brasil]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Autores Associados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VIEIRA]]></surname>
<given-names><![CDATA[Juçara Dutra]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Direito à educação e valorização profissional: o papel do Estado e da sociedade]]></article-title>
<source><![CDATA[Revista Retratos da Escola]]></source>
<year>2016</year>
<volume>10</volume>
<numero>18</numero>
<issue>18</issue>
<page-range>25-35</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VILLAS]]></surname>
<given-names><![CDATA[BOAS]]></given-names>
</name>
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Benigna Maria de]]></given-names>
</name>
</person-group>
<source><![CDATA[Avaliação é aprendizagem: como entender a avaliação formativa na formação de professores?]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Recife ]]></publisher-loc>
<publisher-name><![CDATA[Endipe]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<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=""><![CDATA[&#8220;Para que servem as escolas?&#8221;]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2007</year>
<volume>28</volume>
<numero>101</numero>
<issue>101</issue>
<page-range>1287-302</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
