<?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>S1809-38762021000301156</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i3p1156-1173</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DENÚNCIAS E ANÚNCIOS EM TORNO DO CURRÍCULO ESCOLAR]]></article-title>
<article-title xml:lang="en"><![CDATA[DEUNCIATIONS AND ANNOUNCEMENTS CONCERNING THE SCHOOL CURRICULUM]]></article-title>
<article-title xml:lang="es"><![CDATA[QUEJAS Y ANUNCIOS ACERCA DEL CURRÍCULUM ESCOLAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[UCHÔA]]></surname>
<given-names><![CDATA[Márcia Maria Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CHACON]]></surname>
<given-names><![CDATA[Jerry Adriano Vilanova]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,PUC-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,PUC-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>3</numero>
<fpage>1156</fpage>
<lpage>1173</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000301156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000301156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000301156&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo do artigo é analisar o movimento de desconstrução da escola pública por meio de discursos pautados na perspectiva neoliberal, que entende a educação não como direito social, mas, como produto. O texto aborda a concepção de currículo numa perspectiva crítica e apresenta denúncias e anúncios com relação aos desafios curriculares pautados em uma perspectiva ética e de justiça social. Trata-se de uma pesquisa bibliográfica, com abordagem qualitativa, pautada em Torres Santomé (1998, 2003, 2013), Gimeno Sacristán (1999, 2000), Chizzotti e Ponce (2012), entre outros. O currículo concebido criticamente, com a participação de todos os elementos que compõem o espaço escolar, rompe com a tradição escolar voltada exclusivamente para a transmissão de conhecimentos, pois entende que a educação não é neutra, assim como o currículo também não o é, haja vista que transmite concepções e produz identidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of the article is to analyze the movement to deconstruct public school through speeches based on the neoliberal perspective, which understands education not as a social right, but as a product. The text approaches the concept of curriculum in a critical perspective and presents denunciations and announcements regarding curriculum challenges based on an ethical and social justice perspective. This is a bibliographic research, with a qualitative approach, based onTorres Santomé (1998,2003,2013),Gimeno Sacristán (1999),Chizzotti and Ponce (2012), among others. The critically conceived curriculum, with the participation of all elements that make up the school space, breaks with the school tradition focused exclusively on the transmission of knowledge, because it understands that education is not neutral, and neither is the curriculum, since it transmits conceptions and produces identities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del artículo es analizar el movimiento de deconstrucción de la escuela pública a través de discursos basados en la perspectiva neoliberal, que entiende la educación no como un derecho social, sino como un producto. El texto aborda el concepto de currículum desde una perspectiva crítica y presenta quejas y anuncios sobre desafíos curriculares basados en una perspectiva ética y de justicia social. Se trata de una investigación bibliográfica, con enfoque cualitativo, con aportes deTorres Santomé (1998,2003,2013),Gimeno Sacristán (1999),Chizzotti y Ponce (2012), entre otros. El currículum concebido críticamente, con la participación de todos los elementos que conforman el espacio escolar, rompe con la tradición escolar centrada exclusivamente en la transmisión de conocimientos, pues entiende que la educación no es neutral, como tampoco lo es el currículum, dado que transmite concepciones y produce identidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Discursos neoliberais]]></kwd>
<kwd lng="pt"><![CDATA[Justiça social]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Neoliberal discourses]]></kwd>
<kwd lng="en"><![CDATA[Social justice]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Discursos neoliberales]]></kwd>
<kwd lng="es"><![CDATA[Justicia social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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