<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052017000300182</article-id>
<article-id pub-id-type="doi">10.12957/teias.2017.30450</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CURRÍCULO E EDUCAÇÃO COMPARADA: Perspetivas e desafios]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUM AND COMPARED EDUCATION: PERSPECTIVES AND CHALLENGES]]></article-title>
<article-title xml:lang="es"><![CDATA[CURRÍCULO Y EDUCACIÓN COMPARADA: PERSPECTIVAS Y DESAFÍOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morgado]]></surname>
<given-names><![CDATA[José Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Centro de Investigação em Educação Instituto de Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<volume>18</volume>
<numero>50</numero>
<fpage>182</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052017000300182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052017000300182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052017000300182&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo analisa-se a relação entre currículo e educação comparada. Partindo da ideia de que o currículo, como projeto formativo e como construção partilhada de saberes, se deve configurar de modo a garantir o desenvolvimento de indivíduos autónomos, moral e intelectualmente bem formados, capazes de continuar a aprender ao longo da sua vida e de assumirem um papel interventivo numa sociedade que muda de forma rápida e contínua, procura averiguar-se até que ponto a educação comparada contribui para que, no ensino superior, o processo de desenvolvimento do currículo se estruture em função de referentes mais amplos e atuais, oriundos tanto de distintos contextos nacionais como internacionais. A análise permitiu constatar que é necessário diluir certas tendências pragmáticas e mercantilistas que têm conformado o campo do currículo nos últimos anos e que interferem com os propósitos e os processos da educação comparada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The relation between curriculum and compared education is analyzed in this article, stemming from the notion that curriculum, as a formative project and a shared construction of knowledges should be configured in order to ensure the development of autonomous, morally and intellectually well-formed individuals, capable of learning continuously throughout their lives and of assuming an active role in a rapidly and ever changing society. We seek to inquire to what extent compared education contributes to curriculum development in higher education being structured around broader and more current referents, originated both nationally and internationally. The analysis led to the understanding that certain pragmatic and market based tendencies which have conformed the curriculum field in recent years and which interfere with the purposes and processes of compared education, must be diluted.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo se analiza la relación entre el currículum y la educación comparada. Partiendo de la idea de que el currículum, como proyecto formativo y cómo construcción compartida del conocimiento, debe asegurar el desarrollo de individuos autónomos, moral e intelectualmente bien entrenados, capaz de seguir aprendiendo durante toda su vida y desempeñar un papel activo en una sociedad que cambia de forma rápida y continua, averiguamos en qué medida, en la enseñanza superior, la educación comparada contribuye para que el desarrollo curricular se estructure en función de supuestos más amplios y actuales, tanto nacionales como internacionales. El análisis permitió concluir que es necesario diluir ciertas tendencias pragmáticas y mercantilistas que han conformado el campo curricular en los últimos años y que interfieren con los propósitos y los procesos de la educación comparada.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação comparada]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Compared education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Educación comparada]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[TEODORO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Entrevista]]></article-title>
<source><![CDATA[Perspectiva]]></source>
<year>2005</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>223-34</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
