<?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>S1809-38762023000100119</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2023v21e61412</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ações de redes políticas na pandemia: defendendo a aprendizagem e apagando contextos]]></article-title>
<article-title xml:lang="en"><![CDATA[Actions of political networks in the pandemic: defending learning and erasing contexts]]></article-title>
<article-title xml:lang="es"><![CDATA[Acciones de redes políticas en la pandemia: defendiendo el aprendizaje y borrando contextos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARAUJO]]></surname>
<given-names><![CDATA[Hellen Gregol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[Alice Casimiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762023000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762023000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762023000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma investigação sobre ações educativas de redes políticas de instituições privadas e filantrópicas, as quais disseminaram propostas curriculares, na pandemia da Covid-19, de forma articulada à defesa da Base Nacional Comum Curricular. Tal investigação incluiu lives, eventos por videoconferência, cursos e publicações online realizados no período de 2020 a 2022. Argumenta-se que o principal investimento discursivo dessas redes políticas foi na aprendizagem dos alunos, em antagonismo ao possível cenário de horror gerado pela perda de conhecimento/aprendizado pelo fechamento das escolas. As estratégias discursivas envolveram o apagamento dos contextos escolares, via universalização e afirmação de evidências dos efeitos da pandemia sobre a aprendizagem, reafirmando a ação dessas instituições na garantia de um futuro beatífico para a educação. Questiona-se o quanto a promessa desse futuro beatífico é desvinculada da política: é por &#8220;não serem políticas&#8221; que tais redes são apresentadas como podendo contribuir com a educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents an investigation into educational actions of political networks of private and philanthropic institutions, which disseminated curricular proposals, in the Covid-19 pandemic, in conjunction with the defense of the Brazilian Common Core State Standards. Such investigation included lives, videoconference events, courses and online publications carried out in the period from 2020 to 2022. It is argued that the main discursive investment of these political networks was in student learning, as opposed to the possible scenario of horror generated by the loss of knowledge/learning due to the closure of schools. The discursive strategies involved the erasure of school contexts, via universalization and affirmation of evidence of the effects of the pandemic on learning, reaffirming the action of these institutions in guaranteeing a beatific future for education. It is questioned how much the promise of this beatific future is disconnected from politics: it is because &#8220;they are not political&#8221; that such networks are presented as being able to contribute to education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una investigación sobre acciones educativas de redes políticas de instituciones privadas y filantrópicas, que difundieron propuestas curriculares, en la pandemia de la Covid-19 de forma articulada en defensa de la Base Nacional Común Curricular. Tal investigación incluyó lives, eventos por videoconferencia, cursos y publicaciones en línea realizados en el período de 2020 a 2022. Se argumenta que la principal inversión discursiva de estas redes políticas fue en el aprendizaje de los alumnos, en antagonismo al posible escenario de horror generado por la pérdida de conocimiento/aprendizaje por el cierre de escuelas. Las estrategias discursivas involucraron el borrado de los contextos escolares vía universalización y afirmación de evidencias de los efectos de la pandemia sobre el aprendizaje, reafirmando la acción de esas instituciones en la garantía de un futuro beatífico para la educación. Se cuestiona cuánto la promesa de ese futuro beatífico está desvinculada de la política: es por &#8220;no ser políticas&#8221; que tales redes son presentadas como pudiendo contribuir con la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[redes políticas]]></kwd>
<kwd lng="pt"><![CDATA[contextualização]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[políticas de currículo]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="en"><![CDATA[political networks]]></kwd>
<kwd lng="en"><![CDATA[contextualization]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[curriculum policies]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="es"><![CDATA[redes políticas]]></kwd>
<kwd lng="es"><![CDATA[contextualización]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[políticas de currículo]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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