<?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>S1809-38762022000301263</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2022v20i3p1263-1281</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepções de graduandos de pedagogia e ciências biológicas sobre o currículo escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions of pedagogy and biological sciences undergraduates about the school curriculum]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepciones de estudiantes de licenciatura en pedagogía y ciencias biológicas sobre el currículo escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Adriana Fratoni dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LUCAS]]></surname>
<given-names><![CDATA[Lucken Bueno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PASSOS]]></surname>
<given-names><![CDATA[Marinez Meneghello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[Ana Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Norte do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Norte do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Norte do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>1263</fpage>
<lpage>1281</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762022000301263&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762022000301263&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762022000301263&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta resultados da fase inicial de implementação de um Produto Educacional, no formato de curso, que investigou as noções prévias de um grupo de 26 estudantes de licenciatura em Pedagogia e Ciências Biológicas acerca do currículo escolar. Os dados foram coletados em 2018, a partir de um questionário, sendo que as respostas foram transcritas e analisadas segundo o referencial da Análise Textual Discursiva. Como resultado, uma categoria de análise foi efetivada e evidenciou noções de currículo distantes das pesquisas recentes que investigam essa temática, a ideia do currículo como elemento fixo de orientação do trabalho escolar, e a necessidade de melhorar a formação inicial de professores no que diz respeito à compreensão, aplicação e flexibilidade dos programas curriculares, em sensibilidade ao contexto social vivido pela comunidade escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of the initial phase of implementing a Technical Educational Production, in the format of a training course, which investigated the previous notions of 26 undergraduate students in Pedagogy and Biological Sciences about the school curriculum. The data were collected in 2018 from a questionnaire with open questions and the answers were transcribed and analyzed using Discursive Textual Analysis. As a result, a general category could be organized by means of three subcategories that showed, mainly, notions of curriculum distant from recent research that investigate this theme, the idea of the curriculum as a fixed element of basic and guiding school work, and the need to improve the initial training of teachers with regard to aspects such as understanding, application and flexibility of curricular programs through a perspective of teaching sensitivity in the face of the social context experienced by the school community.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de la fase inicial de implementación de una Producción Técnica Educativa, en el formato de un curso de capacitación, que investigó las nociones previas de un grupo de 26 estudiantes de pregrado en Pedagogía y Ciencias Biológicas sobre el currículo escolar. Los datos se recogieron en el año 2018 a partir de un cuestionario con preguntas abiertas y las respuestas se transcribieron y analizaron utilizando el marco de análisis textual discursivo. Como resultado, fue possible organizar una categoría efectiva y tres subcategorías que mostraran, principalmente, nociones de currículo distantes de investigaciones recientes que investigan este tema, la idea del currículo como un elemento fijo de base y orientación para el trabajo escolar, y la necesidad mejorar la formación inicial de los docentes con respecto a aspectos como la comprensión, la aplicación y la flexibilidad de los programas curriculares, a través de una perspectiva de sensibilidad docente frente al contexto social experimentado por la comunidad escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[flexibilidade curricular]]></kwd>
<kwd lng="pt"><![CDATA[percepções de cursistas]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="en"><![CDATA[curricular flexibility]]></kwd>
<kwd lng="en"><![CDATA[students&#8217; perceptions]]></kwd>
<kwd lng="en"><![CDATA[initial teacher formation]]></kwd>
<kwd lng="es"><![CDATA[flexibilidad curricular]]></kwd>
<kwd lng="es"><![CDATA[concepciones de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[formación inicial del profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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