<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2018000100113</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.issn.0102-6801.v32n64a2018-06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimento y currículo]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge and curriculum]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conhecimento e currículo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villa]]></surname>
<given-names><![CDATA[Mario Díaz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Santiago de Cali Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<volume>32</volume>
<numero>64</numero>
<fpage>113</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2018000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2018000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2018000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo hace parte de los resultados teóricos de la investigación titulada &#8220;El currículo en la educación superior en América Latina&#8221;. Un aspecto central desarrollado en dicha investigación tiene que ver con la manera como el conocimiento es el principio fundante de la vida curricular en la universidad. Este artículo presenta elementos para la comprensión de las relaciones entre conocimiento y currículo en el contexto latinoamericano. En primer lugar, explora las diferencias existentes entre estos dos campos (campo del conocimiento y campo del currículo) en términos de sus discursos constituyentes. En segundo lugar, describe la forma como el currículo se expresa en los procesos de reproducción cultural. En tercer lugar, describe la dinámica de los problemas curriculares en América Latina, a la luz de las políticas neoliberales que han conducido a la introducción de nuevos enfoques curriculares que se han convertido en paradigmáticos, por no decir hegemónicos, en el continente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper is part of the theoretical results of the research entitled The Higher Education Curriculum field in Latin America. A central issue of this research deals with the way in which knowledge appears as the underlying principle of academic life in the university. The paper presents some topics relevant for the comprehension of the relationships between knowledge and curriculum in the Latin American context. In the first place, it explores the differences between the field of knowledge and the field of curriculum in terms of their funding discourses. Secondly, the paper describes the way in which curriculum is realized in the processes of cultural reproduction. Thirdly, it briefly describes the dynamics of the curriculum problems in Latin America, in the light of the neoliberal policies that have led to the introduction of new curriculum approaches which, in turn, have become paradigmatic, for not saying hegemonic in the continent.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo faz parte dos resultados teóricos da pesquisa chamada &#8220;O currículo na educação superior na América Latina&#8221;. Um aspecto central desenvolvido nesta pesquisa foi a forma como o conhecimento é o princípio fundante da vida curricular na universidade. Este artigo apresenta elementos para a compreensão das relações entre o conhecimento e o currículo no contexto latino-americano. No primeiro lugar, explora as diferenças entre esses dois campos (campo do conhecimento e campo do currículo) em termos de seus discursos constituintes. Em segundo lugar, descreve a forma como o currículo expressa-se nos processos de reprodução cultural. Em terceiro lugar, descreve a dinâmica dos problemas curriculares na América Latina, à luz das políticas neoliberais que levaram à introdução de novas enfoques curriculares que se tornaram em paradigmáticos, por não dizer hegemônicos no continente.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Enfoques curriculares]]></kwd>
<kwd lng="es"><![CDATA[Campo]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum approaches]]></kwd>
<kwd lng="en"><![CDATA[Field]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Abordagens curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Campo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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