<?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>S1809-38762022000401750</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2022v20i4p1750-1776</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Compreensões de professores de ciências acerca de currículo:]]></article-title>
<article-title xml:lang="en"><![CDATA[Science teacher understandings about curriculum:]]></article-title>
<article-title xml:lang="es"><![CDATA[Entendimientos del profesor de ciencias sobre el currículo:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KREUZ]]></surname>
<given-names><![CDATA[Kelly Karine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LEITE]]></surname>
<given-names><![CDATA[Fabiane de Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fronteira Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fronteira Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>22</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>22</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>4</numero>
<fpage>1750</fpage>
<lpage>1776</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762022000401750&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762022000401750&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762022000401750&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo teve como objetivo identificar compreensões acerca de currículo expressas por professores da área de Ciências da Natureza no Brasil. A pesquisa realizada é do tipo estudo de caso sob natureza qualitativa, em que foram analisados discursos de professores em atividade em uma escola pública do interior do estado do Rio Grande do Sul. Identificou-se as categorias: compreensão conteudista-ingênuo sobre currículo escolar, compreensão curricular sob a perspectiva conteudista-crítica e currículo escolar sob uma compreensão crítico-reflexiva. Destacamos que os professores da área de Ciências da Natureza evidenciam de forma mais recorrente uma compreensão conteudista-crítica. As compreensões indicam que os discursos curriculares se recontextualizam nos espaços escolares e ampliam o distanciamento do que é proposto em orientações curriculares brasileiras e o que é realizado em contexto da Educação Básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to identify understandings about the curriculum expressed by teachers in the field of Natural Sciences in Brazil. The research carried out is of the qualitative case study type, in which the speeches of teachers working in a public school in the interior of the state of Rio Grande do Sul were analyzed. The categories were identified: content-naive understanding of school curriculum, curricular comprehension under the content-critical perspective and school curriculum under a critical-reflexive understanding. We emphasize that teachers in the field of Natural Sciences show a content-critical understanding in a more recurrent way. The understandings indicate that the curricular speeches are recontextualized in the school spaces and increase the distance between what is proposed in Brazilian curricular guidelines and what is carried out in the context of Basic Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tuvo como objetivo identificar los entendimientos sobre el currículo expresados por los profesores en el campo de las Ciencias Naturales en Brasil. La investigación realizada es del tipo de estudio de caso cualitativo, en el que se analizaron los discursos de los docentes que trabajan en una escuela pública del interior del estado de Rio Grande do Sul. Se identificaron las categorías: comprensión ingenua de contenido del currículo escolar, comprensión curricular desde una perspectiva crítica de contenidos y currículo escolar desde una comprensión crítico-reflexiva. Enfatizamos que los docentes en el campo de las Ciencias Naturales muestran una comprensión crítica de contenido de una manera más recurrente. Los entendimientos indican que los discursos curriculares se recontextualizan en los espacios escolares y aumentan la distancia entre lo propuesto en los lineamientos curriculares brasileños y lo que se realiza en el contexto de la Educación Básica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="pt"><![CDATA[conteudista-crítico]]></kwd>
<kwd lng="en"><![CDATA[science teaching]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[content-critical]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[contentista crítico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
