<?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>S1982-596x2018000100135</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.issn.0102-6801.v32n64a2018-07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimento escolar de Geografia: explorando discursos em disputa na definição de fronteiras entre as disciplinas nos currículos]]></article-title>
<article-title xml:lang="en"><![CDATA[School knowledge in Geography: exploring disputed discourses in the definition of boundaries between disciplines in curriculum]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimento escolar en Geografía: explorando discursos disputados en la definición de límites entre disciplinas en el currículo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilela]]></surname>
<given-names><![CDATA[Carolina Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio Pedro II  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>135</fpage>
<lpage>156</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2018000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2018000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2018000100135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste trabalho, o currículo é visto como produção discursiva no sentido defendido por Foucault (1996; 2010). Analisam-se textos de livros didáticos, compreendendo-os como uma das possibilidades de apreensão da materialidade do discurso do conhecimento escolar em Geografia, buscando identificar como se entrelaçam os enunciados que vem sendo considerados como válidos para significar este conhecimento. Especificamente, busca-se aqui explorar os ditos que estão em disputa na afirmação de certas disciplinas escolares. Foi possível perceber que a disciplina escolar Geografia se afirma em uma articulação discursiva complexa, definindo fronteiras tênues com outras disciplinas escolares como a História, a Biologia e as Ciências, assim como produzindo sentidos que se relacionam com os discursos científicos. Tais articulações se constroem em lógicas ambivalentes que mesclam inovações e tradições.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this work, the curriculum is seen as discursive production. Textbooks are analyzed, assuming that they are one of the possibilities of apprehending the materiality of the school knowledge discourse in Geography. Seeking to identify how the statements that are considered valid to signify this knowledge are intertwined, we explore the sayings that are in dispute in the definition of school disciplines. It was possible to verify that the Geography affirms itself in a complex discursive articulation, defining faint borders with other school disciplines, like History, Biology and Sciences, as well as producing meanings that are related to the scientific discourses. Such articulations are built on ambivalent logics that blend innovations and traditions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo, el currículo se considera como producción discursiva. Se analizan los libros de texto, suponiendo que son una de las posibilidades de aprehender la materialidad del discurso del conocimiento escolar en Geografía. Buscando identificar cómo las declaraciones que se consideran válidas para significar este conocimiento están entrelazadas, exploramos los refranes que están en disputa en la definición de disciplinas escolares. Se pudo constatar que la Geografía se afirma en una articulación discursiva compleja, definiendo fronteras débiles con otras disciplinas escolares, como la Historia, la Biología y las Ciencias, así como la producción de significados relacionados con los discursos científicos. Dichas articulaciones se basan en lógicas ambivalentes que combinan innovaciones y tradiciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento escolar]]></kwd>
<kwd lng="pt"><![CDATA[Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Disciplina escolar]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[School knowledge]]></kwd>
<kwd lng="en"><![CDATA[Geography]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[School discipline]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[Geografía]]></kwd>
<kwd lng="es"><![CDATA[Discurso]]></kwd>
<kwd lng="es"><![CDATA[Disciplina escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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