<?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>S2177-62102018000100035</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.221.04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Base Nacional Comum Curricular e o conhecimento como commodity]]></article-title>
<article-title xml:lang="en"><![CDATA[The National Curricular Common Base and knowledge as a commodity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Jarbas Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feijó]]></surname>
<given-names><![CDATA[José Roberto de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas Faculdade de Educação ]]></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>35</fpage>
<lpage>43</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000100035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Este artigo problematiza a dimens&#227;o epistemol&#243;gica que sustenta a proposta da Base Nacional Comum Curricular. Para isso, discute as concep&#231;&#245;es de compet&#234;ncias e de conhecimento que s&#227;o apresentadas no documento do MEC, explorando o conceito de Economia do Conhecimento como matriz da proposta curricular. Isso possibilita estruturar e compreender a concep&#231;&#227;o curricular que se deseja implantar nas escolas brasileiras. A conclus&#227;o foi de que todo aparato discursivo de direito ao ensino n&#227;o faz mais do que constituir a competitividade como fundamento da educa&#231;&#227;o. O empobrecimento do conhecimento, reduzido a mera compet&#234;ncia, n&#227;o opera para a vida qualificada pela cultura, mas para o produtivismo econ&#244;mico, pois toda uma dimens&#227;o &#233;tica e est&#233;tica &#233; alijada do processo educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This article problematizes the epistemological dimension that underpins the proposal of the National Curriculum Standard. In doing so, it discusses the conceptions of competences and knowledge that are presented in MEC&#8217;s document exploring the concept of knowledge economy as the matrix of the curricular proposal. This makes possible to structure and understand the curricular conception that one wishes to implant in Brazilian schools. The conclusion was that every discursive apparatus of the right to education does nothing more than constitute competitiveness as the foundation of education. The impoverishment of knowledge, reduced to mere competence, does not operate for qualified life by culture, but for economic productivism, since an entire ethical and aesthetic dimension is neglected in the educational process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Economia do Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[National Curricular Common Base]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Economy]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<year></year>
<numero>30</numero>
<issue>30</issue>
<page-range>79-88</page-range><publisher-loc><![CDATA[Pelotas ]]></publisher-loc>
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<volume>46</volume>
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</article>
