<?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>S1982-03052022000200115</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.65947</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A PRODUÇÃO DE CONHECIMENTO SOBRE MULTICULTURALISMO E CURRÍCULO DA EDUCAÇÃO BÁSICA: análise de dissertações e teses de programas de pós-graduação em educação brasileiros (2011-2020)]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PRODUCTION OF KNOWLEDGE ABOUT MULTICULTURALISM AND BASIC EDUCATION CURRICULUM: analysis of dissertations and theses from Brazilian postgraduate education programs (2011-2020)]]></article-title>
<article-title xml:lang="es"><![CDATA[LA PRODUCCIÓN DE CONOCIMIENTO EN MULTICULTURALIDAD Y CURRICULUM DE EDUCACIÓN BÁSICA: análisis de disertaciones y tesis de posgrados brasileños (2011-2020)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lisboa]]></surname>
<given-names><![CDATA[Dinelle Rejane da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Marcio Antonio Raiol dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>69</numero>
<fpage>115</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000200115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000200115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000200115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Percebe-se nos últimos anos o crescimento dos ataques aos grupos identitários, ampliando assim, o racismo, misoginia, xenofobia, homofobia e a misologia tanto na sociedade contemporânea, como no contexto escolar. Estudos que incentivem práticas voltadas ao respeito à diversidade, buscando a convivência de forma harmoniosa e igualitária, são de extrema relevância para os dias sombrios em que vivemos. Neste sentido, buscamos compreender de que forma se apresenta o debate quanto às temáticas da educação básica, currículo e multiculturalismo nas produções acadêmicas em teses e dissertações dos programas de pósgraduação brasileiros, no período de 2011 a 2020, no Catálogo de Tese e Dissertações do Portal de Periódicos da CAPES. A metodologia está baseada na pesquisa bibliográfica, do tipo Estado da Arte, de abordagem quantitativa e qualitativa, tratando os dados por meio da análise de conteúdo conforme Bardin (1977). Assim, foi possível o surgimento de algumas categorias: Concepções do multiculturalismo abordado nas teses e dissertações, Teorias de currículo abordados nas obras. Os resultados trouxeram alguns destaques como: o multiculturalismo crítico e revolucionário apresentou maior evidência em relação às demais concepções, as teorias críticas e pós-críticas de currículo predominaram entre as produções de teses e dissertações. Concluindo assim, que as produções acadêmicas denotam um claro direcionamento para o debate voltado à concepção de um multiculturalismo crítico e revolucionário, e o viés crítico e pós-crítico nas propostas curriculares. Demonstrando assim, o posicionamento do campo acadêmico brasileiro na defesa de um currículo multicultural, crítico e revolucionário que aceite as múltiplas identidades no campo educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years, there has been an increase in attacks on identity groups, thus expanding racism, misogyny, xenophobia, homophobia, and misology both in contemporary society and the school context. Studies that encourage practices aimed at respecting diversity, seeking coexistence in a harmonious and egalitarian way, are extremely relevant for the dark days in which we live. In this sense, seeking to understand how the debate on the themes of basic education, curriculum, and multiculturalism is presented in academic productions in theses and dissertations of Brazilian graduate programs, from 2011 to 2020, in the Thesis and Dissertations Catalog from the CAPES Periodicals Portal. The methodology is based on bibliographic research, of the State of the Art type, with a quantitative and qualitative approach, treating the data through content analysis according to Bardin (1977). Thus, the emergence of some categories was possible: Conceptions of multiculturalism addressed in theses and dissertations; Curriculum theories addressed in the works. The results brought some highlights such as: critical and revolutionary multiculturalism presented greater evidence in relation to other conceptions, critical and post-critical curriculum theories predominated among the productions of theses and dissertations. In conclusion, that the academic productions denote a clear direction for the debate aimed at the conception of a critical and revolutionary multiculturalism, and the critical and post-critical bias in the curricular proposals. Thus, demonstrating the position of the Brazilian academic field in the defense of a multicultural, critical and revolutionary curriculum that accepts multiple identities in the educational field.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años se ha producido un aumento de ataques a grupos identitarios, expandiéndose así el racismo, la misoginia, la xenofobia, la homofobia y la misología tanto en la sociedad contemporánea como en el contexto escolar. Los estudios que fomentan prácticas encaminadas al respeto de la diversidad, buscando la convivencia de manera armónica e igualitaria, son de suma relevancia para los días oscuros que vivimos. En ese sentido, se busca comprender cómo se presenta el debate sobre los temas de educación básica, currículo y multiculturalidad en las producciones académicas en tesis y disertaciones de los programas de posgrado brasileños, de 2011 a 2020, en el Catálogo de Tesis y Disertaciones del Portal de Periódicos de la CAPES. La metodología se basa en la investigación bibliográfica, del tipo Estado del Arte, con enfoque cuantitativo y cualitativo, tratando los datos a través del análisis de contenido según Bardin (1977). Siendo posible el surgimiento de algunas categorías: Concepciones de multiculturalidad abordadas en tesis y disertaciones, Teorías curriculares abordadas en los trabajos. Los resultados trajeron algunos destaques como: el multiculturalismo crítico y revolucionario presentó mayor evidencia en relación a otras concepciones, las teorías curriculares críticas y poscríticas predominaron entre las producciones de tesis y disertaciones. En conclusión, que las producciones académicas denotan un rumbo claro para el debate encaminado a la concepción de una multiculturalidad crítica y revolucionaria, y el sesgo crítico y poscrítico en las propuestas curriculares. Demostrando así la posición del campo académico brasileño en la defensa de un currículo multicultural, crítico y revolucionario que acepta múltiples identidades en el campo educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[estado da arte]]></kwd>
<kwd lng="pt"><![CDATA[multiculturalismo]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[mapeamento]]></kwd>
<kwd lng="en"><![CDATA[state of the art]]></kwd>
<kwd lng="en"><![CDATA[multiculturalism]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[mapping]]></kwd>
<kwd lng="es"><![CDATA[estado del arte]]></kwd>
<kwd lng="es"><![CDATA[multiculturalismo]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="es"><![CDATA[curriculum]]></kwd>
<kwd lng="es"><![CDATA[cartografía]]></kwd>
</kwd-group>
</article-meta>
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