<?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>S1984-64442024000100295</article-id>
<article-id pub-id-type="doi">10.5902/1984644472247</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os fundamentos do trabalho educativo no Referencial Curricular Gaúcho e suas implicações para a educação linguística a partir de uma abordagem histórico-crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[The foundations of educational work on the Gaúcho Curricular Reference and its implications to the linguistic education based on a historical-critical approach]]></article-title>
<article-title xml:lang="es"><![CDATA[Los fundamentos del trabajo educativo en el Marco Curricular Gaúcho y sus implicaciones para la educación lingüística desde un enfoque histórico-crítico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Silvana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Sabatha Catoia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Pierre Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100295&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100295&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100295&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como mote &#8216;currículo&#8217; e objetiva analisar a(s) base(s) teórico-pedagógica(s) do Referencial Curricular Gaúcho, documento oficial orientador de ações educativas alusivas à Educação Básica no estado do Rio Grande do Sul, discorrendo sobre suas implicações para o trabalho educativo com educação linguística. Consiste, assim, em pesquisa documental e toma como eixo analítico as concepções de &#8216;ensino&#8217; e &#8216;aprendizagem&#8217; constantes no documento, as quais são examinadas a partir da teoria pedagógica histórico-crítica (SAVIANI, 2018). Evidencia-se, ao longo do texto, uma fundamentação concernente às denominadas pedagogias do &#8220;aprender a aprender&#8221; (DUARTE, 2011), alinhadas ao ideário neoliberal e pós-moderno, caracterizadas como reverberações da Pedagogia Nova e da Pedagogia Tecnicista, voltadas para a formação unilateral com vistas ao atendimento às demandas mercadológicas. Em atenção ao potencial emancipatório das instituições formais de ensino, advoga-se, neste estudo, por um exame crítico por parte dos profissionais da educação em relação ao documento parametrizador, a fim de que a escola cumpra sua função que consiste em formar omnilateralmente os indivíduos, em especial no que tange às aulas de Língua Portuguesa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper discusses &#8216;curriculum&#8217; and aimsto analyze the theoretical-pedagogical base of the Gaúcho Curricular Reference, guiding official document of educational actions alluding to Basic Education in the state of Rio Grande do Sul, debating its implications to the language education work. Thus, it consists of document analysis and takes as axis the &#8216;teaching&#8217; and &#8216;learning&#8217; conceptions existing in the document, which are examined since the historical-critical pedagogical theory (SAVIANI, 2018). Throughout the text, it is evidenced a reasoning concerning the so-called &#8220;learning to learn&#8221; pedagogies (DUARTE, 2011), aligned to the neoliberal and postmodern ideas, characterized as reverberations of New and Technicist Pedagogies, focusing on unilateral formation sighting to meet market demands. In view of the emancipatory potential of formal educational institutions, this study advocates for a critical examination of the parameterizing document by education professionals so that the school fullfils its function, which is to form individuals omnilaterally, in particular with regard to the Portuguese Language Classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como lema 'curriculum' y tiene como objetivo analizar la(s) base(s) teórico-pedagógica(s) de la Referencia Curricular Gaúcha, documento oficial que orienta las acciones educativas relativas a la Educación Básica en el estado de Rio Grande do Sul, discutiendo sus implicaciones para trabajo educativo con educación lingüística. Consiste, por tanto, en una investigación documental y toma como eje analítico los conceptos de 'enseñanza' y 'aprendizaje' contenidos en el documento, los cuales se examinan con base en la teoría pedagógica histórico-crítica (SAVIANI, 2018). A lo largo del texto se desprende un fundamento en torno a las pedagogías llamadas &#8220;aprender a aprender&#8221; (DUARTE, 2011), alineadas con ideas neoliberales y posmodernas, caracterizadas como reverberaciones de la Nueva Pedagogía y la Pedagogía Técnica, orientadas a una formación unilateral orientada a atender el mercado. demandas. Considerando el potencial emancipador de las instituciones de educación formal, este estudio aboga por un examen crítico por parte de los profesionales de la educación en relación al documento de parametrización, para que la escuela cumpla su función, que consiste en formar personas de manera omnilateral, especialmente en lo que respecta a las clases de lengua portuguesa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Referencial Curricular Gaúcho]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia Histórico-Crítica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Linguística]]></kwd>
<kwd lng="en"><![CDATA[Gaúcho Curricular Reference]]></kwd>
<kwd lng="en"><![CDATA[Critical-Historical Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Linguistic Education]]></kwd>
<kwd lng="es"><![CDATA[Marco Curricular Gaucho]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía Histórico-Crítica]]></kwd>
<kwd lng="es"><![CDATA[Educación Lingüística.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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