<?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>S1982-03052024000400100</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.88255</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Apresentação - POLÍTICAS CURRICULARES E O ENGAJAMENTO COLETIVO DAS PESQUISAS COMO MODO DE INSURGÊNCIA]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULAR POLICIES AND THE COLLECTIVE ENGAGEMENT OF RESEARCH AS A MODE OF INSURGENCY]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICAS CURRICULARES Y EL COMPROMISO COLECTIVO DE LA INVESTIGACIÓN COMO MODO DE INSURGENCIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Ana Cláudia da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Ozerina Victor de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoya]]></surname>
<given-names><![CDATA[Edisson Cuervo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>79</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000400100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000400100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000400100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto apresenta a seção temática &#8220;Políticas Curriculares e o Engajamento Coletivo das Pesquisas como Modo de Insurgência&#8221;. O objetivo é agregar pesquisas que respondam a demandas para a área de currículo nas últimas décadas, desenvolvidas com métodos de abordagem qualitativa, que apresentem análises de currículo em múltiplos contextos, na perspectiva de recondução da produção de conhecimentos ante às tentativas de padronização, descontextualização e sentidos antidemocráticos que ensejam políticas curriculares atuais. Objetiva, ainda, evidenciar o poder coletivo de grupos identitários presentes nos currículos, em conexão com movimentos sociais, sobretudo quando destacam o processo de produção de conhecimento nas criações curriculares em escolas de educação básica. Os manuscritos foram avaliados e aprovados por pares. Entre esses, dezenove artigos foram selecionados pelos coordenadores/as da seção, por corresponderem aos objetivos e critérios postos para o dossiê. Esses artigos são oriundos, predominantemente, de universidades públicas e de todas as regiões do Brasil, tendo, ainda, a presença de duas instituições e de três pesquisadores/as internacionais. Os artigos trazem referencial teórico diverso, porém não contraditório, com exercícios de compreensão, visibilidade e proposição de processos pedagógicos democráticos, travados em espaços institucionais e escolares/educacionais. Trazem, ainda, acuidade estética e conceitual na compreensão da complexidade de relações de poder contingentes, precárias, ambivalentes e potentes, que configuram tanto a produção de conhecimentos em currículo quanto políticas educacionais e curriculares, envolvendo a educação básica e a formação de professores no âmbito do social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text presents the thematic section &#8220;Curricular Policies and the Collective Engagement of Research as a Mode of Insurgency.&#8221; Its objective is to bring together research that addresses demands in the field of curriculum over the past decades, developed through qualitative methodological approaches. These studies offer analyses of curricula in multiple contexts, aiming to redirect the production of knowledge in response to attempts at standardization, decontextualization, and antidemocratic tendencies underpinning current curricular policies. Additionally, it seeks to highlight the collective power of identity groups present in curricula, in connection with social movements, especially emphasizing the process of knowledge production in curricular creations within basic education schools. The manuscripts underwent peer review and approval processes. Among them, twenty articles were selected by the section coordinators for meeting the objectives and criteria established for the Dossier. These articles predominantly originate from public universities across all regions of Brazil and include contributions from two institutions and three international researchers. They draw on diverse, though not contradictory, theoretical frameworks, engaging in exercises of understanding, visibility, and proposition of democratic pedagogical processes within institutional and educational/school spaces. Furthermore, they exhibit aesthetic and conceptual precision in grasping the complexity of contingent, precarious, ambivalent, and potent power relations that shape both the production of curriculum knowledge and educational and curricular policies, encompassing basic education and teacher training within the broader social context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto presenta la sección temática &#8220;Políticas curriculares y participación colectiva en la investigación como modo de insurgencia&#8221;. El objetivo es agregar investigaciones que respondan a las demandas del área del currículo en las últimas décadas, desarrolladas con métodos, tipos y procedimientos de enfoque cualitativo y que presenten análisis curriculares en múltiples contextos, con la perspectiva de renovar la producción de conocimiento ante los intentos de estandarización, descontextualización y significados antidemocráticos que dan origen a las políticas curriculares actuales. También pretende resaltar el poder colectivo de los grupos identitarios en relación con los movimientos sociales presentes en los curricula, conectados con los movimientos sociales, sobretodo cuando resaltan el proceso de producción de conocimiento en las creaciones curriculares de escuelas de educación básica. Los artículos fueron evaluados y aprobados por pares y, entre estos, los coordinadores de sección, seleccionaron 20 artículos que corresponden a los objetivos y criterios establecidos en la Convocatoria Pública del Dossier. Estos artículos provienen predominantemente de universidades públicas y de todas las regiones de Brasil, con la presencia de dos instituciones y tres investigadores internacionales. Los artículos aportan un marco teórico diverso pero no contradictorio, con ejercicios de comprensión, visibilización y proposición de luchas democráticas colectivas, libradas en el ámbito de las instituciones y espacios escolares/educativos. También aportan agudeza estética y conceptual para comprender la complejidad de las relaciones de poder contingentes, precarias, ambivalentes y poderosas, que configuran tanto la producción de conocimiento en el currículo como las relaciones de poder constitutivas de las políticas educativas y curriculares, que involucran la formación básica y formación de profesores en la esfera social.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[decolonial studies]]></kwd>
<kwd lng="en"><![CDATA[post-structuralist studies.]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[educação do campo]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[estudos decoloniais]]></kwd>
<kwd lng="pt"><![CDATA[estudos pós-estruturalistas.]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[estudios decoloniales]]></kwd>
<kwd lng="es"><![CDATA[estudios pós-estructurales.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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