<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812023000100227</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.104.5670</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre histórias incorporadas e reificadas: estudo comparado de textos/documentos curriculares locais (2018 e 2019)]]></article-title>
<article-title xml:lang="en"><![CDATA[Between incorporated and reified stories: a comparative study of local curriculum texts/documents (2018 and 2019)]]></article-title>
<article-title xml:lang="es"><![CDATA[Entre historias incorporadas y cosificadas: un estudio comparativo de textos/documentos curriculares locales (2018 y 2019)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Fabiany de Cássia Tavares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Christiane Caetano Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul (UFMS)  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo (PUC-SP)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul (UFMS)  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul (UFMS)  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>104</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812023000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812023000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812023000100227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, apreendemos e comparamos a existência de histórias incorporadas/individuais ou reificadas/coletivas (Silva, 2021) em textos/documentos curriculares locais, na região Centro-Oeste, especificamente aqueles das redes estaduais de ensino de Mato Grosso do Sul (2019) e Mato Grosso (2018a, 2018b) para os anos iniciais do ensino fundamental. Essas publicações ocorreram após a homologação da Base Nacional Comum Curricular e indiciam, nas prescrições delineadas na parte diversificada, significações no contexto da produção de texto. Para as análises, orientamo-nos (praxiologicamente) não apenas sobre o sistema de relações curriculares objetivas, mas também sobre as relações dialéticas e as disposições estruturadas acerca das relações regionalizadas/municipalizadas entre a educação, a escola, a cultura e a sociedade. Dessa forma, partimos do pressuposto de que, na condição relacional, os currículos se aproximam de esquemas normativos, para os quais os agentes não obedecem às regras (permanência das histórias reificadas) sem elaborar suas estratégias (illusio de histórias incorporadas).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this study, we apprehend and compare the existence of incorporated/individual or reified/collective stories (Silva, 2021) in local curriculum texts/documents from the Brazilian Midwest, specifically those stemming from the statewide education networks of Mato Grosso do Sul (2019) and Mato Grosso (2018a, 2018b) in the early years of elementary school. These publications occurred after the approval of the Common National Curriculum Base and indicate, in the prescriptions outlined in the diversified part, meanings in the context of text production. For the analyses we oriented ourselves (praxiologically) not only towards the system of objective curriculum relations, but also towards the dialectical relationships and the structured dispositions regarding the regionalized/municipalized relationships between education, school, culture, and society. Thus, it is assumed that, in the relational condition, curricula approach normative schemes, for which agents do not obey rules (permanence of reified stories) without elaborating their strategies (illusio of incorporated stories).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo, aprehendemos y comparamos la existencia de historias incorporadas/individuales o cosificadas/colectivas (Silva, 2021) en textos/documentos curriculares locales, en la región Centro-Oeste de Brasil, específicamente los de las redes estatales de educación de Mato Grosso do Sul (2019) y Mato Grosso (2018a, 2018b) para los primeros años de la educación básica. Estas publicaciones ocurrieron después de la aprobación de la Base Curricular Común Nacional e indican, en las prescripciones esbozadas en la parte diversificada, significados en el contexto de la producción textual. Para los análisis, nos orientamos (praxiológicamente) no sólo en el sistema de relaciones curriculares objetivas, sino también en las relaciones dialécticas y disposiciones estructuradas en torno a las relaciones regionalizadas/municipalizadas entre educación, escuela, cultura y sociedad. Así, partimos del supuesto de que, en la condición relacional, los currículos se ocupan de esquemas normativos, para los cuales los agentes no obedecen las reglas (permanencia de historias cosificadas) sin elaborar sus estrategias (illusio de historias incorporadas).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo do tempo presente]]></kwd>
<kwd lng="pt"><![CDATA[estudo comparado]]></kwd>
<kwd lng="pt"><![CDATA[textos/documentos curriculares locais]]></kwd>
<kwd lng="pt"><![CDATA[histórias incorporadas e reificadas]]></kwd>
<kwd lng="en"><![CDATA[current curriculum]]></kwd>
<kwd lng="en"><![CDATA[comparative studies]]></kwd>
<kwd lng="en"><![CDATA[local curriculum texts/documents]]></kwd>
<kwd lng="en"><![CDATA[incorporated and reified stories]]></kwd>
<kwd lng="es"><![CDATA[currículo actual]]></kwd>
<kwd lng="es"><![CDATA[estudio comparativo]]></kwd>
<kwd lng="es"><![CDATA[textos/documentos curriculares locales]]></kwd>
<kwd lng="es"><![CDATA[historias incorporadas y cosificadas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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