<?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>S1809-38762024000100295</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e61474</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A favor de quem a BNCC trabalha? A política do conhecimento oficial à luz das teorias críticas e sociológicas do currículo]]></article-title>
<article-title xml:lang="en"><![CDATA[In favour of whom does the National Common Curricular Base work? The policy of official knowledge in the light of critical and sociological theories of curriculum]]></article-title>
<article-title xml:lang="es"><![CDATA[¿A favor de quién funciona la Base Curricular Común Nacional? La política del conocimiento oficial a la luz de las teorías críticas y sociológicas del currículo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Vergas Vitória Andrade da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFPA  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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=S1809-38762024000100295&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100295&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100295&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo analisa as formas de organização do conhecimento escolar credenciadas pela Base Nacional Comum Curricular (BNCC), buscando desvelar interesses subjacentes às suas formulações. À luz das teorias críticas e sociológicas do currículo, este estudo parte do pressuposto de que a BNCC é um artefato cultural que organiza os saberes escolares de maneira interessada e seletiva. Por meio da análise documental, o trabalho infere que a BNCC, enquanto política do conhecimento oficial, é um documento produto de tensões, conflitos e relações de força estabelecidas entre grupos que buscam garantir o controle dos dispositivos educacionais no Brasil. O artigo conclui que as formas de organização do conhecimento escolar impostas na BNCC, sendo expressão das relações sociais de poder, transmitem visões sociais particulares, inculcando valores inerentes ao pragmatismo produtivo do capital-trabalho.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article analyses the forms of organization of school knowledge accredited by the National Common Curricular Base (BNCC), seeking to reveal interests underlying their formulations. In the light of critical and sociological theories of the curriculum, this study assumes that the BNCC is a cultural artifact that organizes school knowledge in an interested and selective manner. Through document analysis, the work infers that the BNCC, as an official knowledge policy, is a document that is the product of tensions, conflicts and power relations established between groups that seek to guarantee control of educational devices in Brazil. The article concludes that the forms of organization of school knowledge imposed in the BNCC, being an expression of social power relations, transmit particular social visions, inculcating values inherent to the productive pragmatism of labour capital.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo analiza las formas de organización del saber escolar acreditadas por la Base Nacional Común Curricular (BNCC), buscando develar intereses que subyacen en sus formulaciones. A la luz de las teorías críticas y sociológicas del currículo, este estudio asume que la BNCC es un artefacto cultural que organiza el saber escolar de manera interesada y selectiva. A través del análisis documental, el trabajo infiere que la BNCC, como política oficial de conocimiento, es un documento producto de tensiones, conflictos y relaciones de poder establecidas entre grupos que buscan garantizar el control de los dispositivos educativos en Brasil. El artículo concluye que las formas de organización del saber escolar impuestas en la BNCC, siendo expresión de las relaciones sociales de poder, transmiten visiones sociales particulares, inculcando valores inherentes al pragmatismo productivo del capital de trabajo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="pt"><![CDATA[teorias do currículo]]></kwd>
<kwd lng="pt"><![CDATA[política do conhecimento oficial]]></kwd>
<kwd lng="en"><![CDATA[Common National Curriculum Base]]></kwd>
<kwd lng="en"><![CDATA[Curriculum theories]]></kwd>
<kwd lng="en"><![CDATA[policy of official knowledge]]></kwd>
<kwd lng="es"><![CDATA[Base Curricular Nacional Común]]></kwd>
<kwd lng="es"><![CDATA[teorías curriculares]]></kwd>
<kwd lng="es"><![CDATA[política de conocimiento oficial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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