<?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>S1809-38762026000100312</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2026v24e66154</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O que se pesquisa acerca do currículo do Ensino Fundamental no âmbito do Ensino de Ciências?]]></article-title>
<article-title xml:lang="en"><![CDATA[What has been researched about the Elementary Education curriculum in Science Teaching context?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Qué es la investigación sobre el currículo de Educación Primaria en el contexto de la Enseñanza de Ciencias?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scariot]]></surname>
<given-names><![CDATA[Alini Oldoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meglhioratti]]></surname>
<given-names><![CDATA[Fernanda Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná Programa de Pós-Graduação em Educação em Ciências e Educação Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná Programa de Pós-Graduação em Educação em Ciências e Educação Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762026000100312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762026000100312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762026000100312&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo principal desta pesquisa é instituir um estado do conhecimento por meio da investigação e da análise de artigos que discutem o currículo do Ensino Fundamental, publicados em revistas classificadas no estrato Qualis A1, com ênfase no ensino de Ciências, no evento de classificação do quadriênio 2017-2020 da Plataforma Sucupira. Neste estudo, de natureza qualitativa, do tipo estado do conhecimento, a organização do corpus analítico ocorreu a partir das etapas delineadas por Kohls-Santos e Morosini (2021) e Bardin (2011). Foi possível concluir que os trabalhos analisados abordam distintas concepções de currículo. Porém, as pesquisas favorecem visões de currículos que buscam superar as limitações das abordagens tradicionais, com foco na mera transmissão do conteúdo, na exclusão dos saberes de grupos minoritários e na falta de relevância para a vida dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aimed at establishing a state of knowledge by investigating and analyzing scientific papers addressing the Elementary School curriculum, and published in journals classified in Qualis A1 stratum, with an emphasis on Science Teaching, along the four-year classification event 2017-2020 of Sucupira Platform. It is qualitative study, regarding state of knowledge, and organization of the analytical corpus occurred based on phases that were already outlined by Kohls-Santos and Morosini (2021) and Bardin (2011). This study has concluded that the papers analyzed have addressed different concepts of curriculum. However, research favors curriculum viewpoints that aimed at overcoming the limitations of traditional, approaches restrictions focusing only on content transmission, exclusion of knowledge from minorities and lack of relevance to students' lives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo principal de esta investigación es establecer un estado del conocimiento a través de la investigación y el análisis de artículos que discuten el currículo de la Educación Primaria y que fueron publicados en revistas clasificadas en el rango Qualis A1, con énfasis en Enseñanza de las Ciencias, en el evento de clasificación del cuatrienio 2017-2020 de la Plataforma Sucupira. En este estudio, de carácter cualitativo, del tipo estado del conocimiento, la organización del corpus analítico se realizó con base en los pasos trazados por Kohls-Santos y Morosini (2021) y Bardin (2011). Se pudo concluir que los trabajos analizados abordan diferentes conceptos de currículos. Sin embargo, las investigaciones favorecen visiones de currículos que buscan superar las limitaciones de los enfoques tradicionales, centrándose en la mera transmisión de contenidos, la exclusión del conocimiento de grupos minoritarios y en la falta de relevancia para la vida de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[ciências]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[elementary school]]></kwd>
<kwd lng="en"><![CDATA[sciences]]></kwd>
<kwd lng="es"><![CDATA[currículo, educación primaria]]></kwd>
<kwd lng="es"><![CDATA[ciencias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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