<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102018000100007</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.221.01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os sentidos de docência na BNCC: efeitos para o currículo da educação básica e da formação/atuação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching meanings in the &#8216;BNCC&#8217;: Effects for the curriculum of basic education and teacher education/performance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frangella]]></surname>
<given-names><![CDATA[Rita de Cássia Prazeres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Rosanne Evangelista]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>7</fpage>
<lpage>15</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  A partir da afirma&#231;&#227;o que se expressa nos textos das diferentes vers&#245;es (Brasil, 2015b, 2016, 2017a) da Base Nacional Comum Curricular, objetiva-se discutir as significa&#231;&#245;es que s&#227;o produzidas para a forma&#231;&#227;o/atua&#231;&#227;o de professores. Com o apoio do referencial da Teoria do Discurso de Ernesto Laclau, que defende a pol&#237;tica como produ&#231;&#227;o discursiva, argui-se a constru&#231;&#227;o de uma hegemonia em torno de uma base comum que se espraia para al&#233;m da defini&#231;&#227;o de conte&#250;dos: uma base que tamb&#233;m reja e torne comum um sentido de doc&#234;ncia, em uma universaliza&#231;&#227;o tanto do curr&#237;culo das escolas quanto da forma&#231;&#227;o e do trabalho docente, observando tamb&#233;m os efeitos desses discursos e suas articula&#231;&#245;es na Resolu&#231;&#227;o No 2 do CNE, de 1 de julho de 2015, que define as Diretrizes Curriculares Nacionais para a formac&#807;a&#771;o inicial em ni&#769;vel superior. Diante disso, busca-se discutir a concep&#231;&#227;o de curr&#237;culo que se desdobra das premissas defendidas na BNCC, observando os sentidos de curr&#237;culo e doc&#234;ncia que se pretende hegemonizar]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  From the affirmation expressed in the texts of different versions (Brasil, 2015b, 2016, 2017a) of the Common National Curriculum Base (called BNCC), our objective is to discuss the meanings that are produced for teacher education/performance. With the support of Ernesto Laclau&#8217;s Theory of Discourse, which defends policy as discursive production, we argue the construction of a hegemony around a common base that extends beyond the definition of contents: a base that also conducts and makes common a teaching meaning, in a universalization of both the school curriculum and the education and teaching work, also observing the effects of these discourses and their articulations in the Resolution n&#186; 2 of the CNE, of July 1st, 2015, which defines the National Curricular Guidelines for initial education at higher level. In view of this, we seek to discuss the curriculum conception that unfolds from the premises defended at the BNCC, observing the meanings of curriculum and teaching that it is intended to hegemonize.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Base Comum]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="en"><![CDATA[Curricular Policies]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[Common Base]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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