<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100228</article-id>
<article-id pub-id-type="doi">10.5902/198464448133</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O significante comum na agenda política educacional contemporânea]]></article-title>
<article-title xml:lang="en"><![CDATA[The signifier common in the contemporary educational political agenda]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gabriel]]></surname>
<given-names><![CDATA[Carmen Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Marcus Leonardo Bomfim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[ Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100228&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este texto se propõe a buscar outras possibilidades de entendimento do termo comum e seus efeitos para enfrentar os debates curriculares no Brasil. O campo empírico dessa análise consistiu em duas coletâneas sobre a BNCC: Base Nacional Comum: projetos curriculares em disputa (2015) e A BNCC na contramão do PNE 2014-2024: avaliação e perspectivas (2018). Tendo como interlocução privilegiada a abordagem discursiva pós-fundacional (LACLAU; MOUFFE, 2004, LACLAU, 1990, 2008, 2011, MARCHART, 2009), optou-se por analisar os sentidos do significante comum mobilizados e fixados nos textos que compõem as duas coletâneas selecionadas. Ao se constatar a hegemonia do sentido de comum no domínio exclusivo do jurídico propõe-se um deslocamento do sentido desse termo, defendendo-o como um princípio político que se manifesta pela instituição do inapropriável (DARDOT, LAVAL, 2017). Essa proposta se inscreve em uma perspectiva radicalmente democrática para pensar escola, currículo e conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text proposes to search for other possibilities of understanding the term &#8216;common&#8217; and its effects to face the curricular debates in Brazil. The empirical field of this analysis consisted in two collections about the National Curricular Guideline (BNCC): Common National Basis: curricular projects in dispute (2015) and BNCC contrary to PNE 2014-2024: evaluation and perspectives (2018). Having as privileged interlocution the post-foundational discursive approach (LACLAU; MOUFFE, 2004, LACLAU, 1990, 2008, 2011, MARCHART, 2009), it was chosen to analyze the meaning of the signifier common, whose meanings were mobilized and legitimated in the texts that compose both collections selected. By the time we verified the hegemony of the meaning common in the exclusive domain of legal field, we propose a displacement of the meaning of this category to the political domain, defending it as a political principle that is manifested by the institution of the non appropriate (DARDOT; LAVAL, 2017). This propose considers thinking the school, the curriculum and the knowledge in a radically democratic perspective.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Comum]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="en"><![CDATA[Common]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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