<?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>S1809-38762024000100291</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e64427</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pra&#769;cticas curriculares en educacio&#769;n secundaria y la pregunta poli&#769;tica por los conocimientos]]></article-title>
<article-title xml:lang="pt"><![CDATA[Práticas curriculares no ensino médio e a questão política do conhecimento]]></article-title>
<article-title xml:lang="en"><![CDATA[Curricular practices in secondary education and the political question of knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villagran]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de la Patagonia Austral  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100291&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100291&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100291&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En las u&#769;ltimas tres de&#769;cadas, la educacio&#769;n secundaria en Argentina, ha atravesado un conjunto de transformaciones estructurales y curriculares produciendo reconfiguraciones casi de modo permanente. Asi&#769;, ese vivir en reforma, se expresa en las pra&#769;cticas curriculares, tanto en el a&#769;mbito de la formulacio&#769;n poli&#769;tica como en el nivel de las instituciones y el trabajo pedago&#769;gico. Es esa hechura cotidiana la que aqui&#769; interesa recuperar desde una perspectiva sociológica y microfi&#769;sica, atendiendo al detalle de la vida del currículum y las pra&#769;cticas de regulacio&#769;n y sus efectos. Los resultados aquí presentados remiten a una investigación de diseño cualitativo, desarrollada a lo largo de una década y cuyo propósito viene siendo problematizar cómo se imbrican currículum y desigualdad en la pregunta por el conocimiento, su seleccio&#769;n y transmisio&#769;n en la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nas últimas três décadas, o ensino médio na Argentina tem passado por uma série de transformações estruturais e curriculares, resultando em reconfigurações quase constantes. Essa experiência de reforma se manifesta nas práticas curriculares, tanto no âmbito da formulação política quanto no nível das instituições e do trabalho pedagógico. O foco deste estudo é resgatar essa experiência cotidiana em uma perspectiva sociológica e microfísica, analisando detalhadamente a vida do currículo e das práticas regulatórias, bem como seus efeitos. Os resultados apresentados são fruto de uma investigação qualitativa de longa duração, realizada ao longo de uma década, cujo objetivo tem sido problematizar como o currículo e a desigualdade se entrelaçam na questão do conhecimento, sua seleção e transmissão na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the last three decades, secondary education in Argentina has undergone a series of structural and curricular transformations that have produced almost permanent reconfigurations. Thus, this continuous reform is expressed in curricular practices, both at the level of policy formulation and at the level of institutions and pedagogical work. It is this daily making that we are here interested in recovering from a sociological and microphysical perspective, paying attention to the details of the living curriculum and the practices of regulation and their effects. The results presented here refer to a qualitative research design, developed over a decade and whose purpose has been to problematise how curriculum and inequality are intertwined in the question of knowledge, its selection and transmission at school.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educacio&#769;n secundaria]]></kwd>
<kwd lng="es"><![CDATA[puesta en acto]]></kwd>
<kwd lng="es"><![CDATA[pra&#769;cticas curriculares]]></kwd>
<kwd lng="es"><![CDATA[contenidos]]></kwd>
<kwd lng="es"><![CDATA[desigualdad]]></kwd>
<kwd lng="pt"><![CDATA[ensino secundário]]></kwd>
<kwd lng="pt"><![CDATA[implementação]]></kwd>
<kwd lng="pt"><![CDATA[práticas curriculares]]></kwd>
<kwd lng="pt"><![CDATA[conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[desigualdade]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[enactment]]></kwd>
<kwd lng="en"><![CDATA[curricular practices]]></kwd>
<kwd lng="en"><![CDATA[content]]></kwd>
<kwd lng="en"><![CDATA[inequality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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