<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792025000100100</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v21i52.15826</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ERER NA PROPOSTA CURRICULAR DO ENSINO FUNDAMENTAL, DO ESTADO DO AMAZONAS]]></article-title>
<article-title xml:lang="en"><![CDATA[ERER IN THE ELEMENTARY SCHOOL CURRICULUM PROPOSAL, OF THE STATE OF AMAZONAS]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ERER EN LA PROPUESTA CURRÍCULAR PARA LA ENSEÑANZA PRIMARIA DEL ESTADO DE AMAZONAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Wilma de Nazaré Baía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Nicelma Josenila Costa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural da Amazônia  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>21</volume>
<numero>52</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792025000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792025000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792025000100100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo pode ser considerado como uma pesquisa qualitativa, do tipo documental, orientada pela análise de conteúdo, de Laurence Bardin (2016), e aporte teórico centrado nas noções conceituais de currículo, dominação simbólica e representações, propostas por Goodson (2018), Bourdieu (2010) e Chartier (1991), respectivamente. No que tange à ERER, acionamos as reflexões de Silva (2019) e Coelho (2018). A análise do RCA demonstra que, a despeito dos esforços para incorporar a temática da ERER, ainda existem lacunas significativas na abordagem da diversidade e da diferença nos componentes curriculares. Essas ausências revelam-se especialmente nas áreas de Matemática e Ciências da Natureza, o que reflete, entre outros fatores, a parca articulação pedagógica e interdisciplinar necessária para promover uma educação verdadeiramente antirracista e equitativa. O RCA, ao reconhecer a complexidade e a relevância da diversidade e da diferença, apresenta elementos que contribuem para avanços significativos, como a incorporação das Leis nº 10.639/2003 e nº 11.645/2008, entretanto, percebemos a necessidade da inserção dessa temática de modo consubstanciado, promovendo discussões que contribuam efetivamente para o combate à discriminação e ao racismo nos currículos da Educação Básica e do Ensino Superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study may be considered a qualitative, documentary type research, guided by Laurence Bardin's (2016) content analysis, and theoretical support centered on the conceptual notions of curriculum, symbolic domination and representations, proposed by Goodson (2018), Bourdieu (2010) and Chartier (1991), respectively. With regard to ERER, we used the reflections of Silva (2019) and Coelho (2018). The analysis of the RCA shows that, despite all efforts to incorporate the theme of ERER, there are still significant gaps in the approach to diversity and difference in the curricular components. These absences are especially noticeable in the areas of Mathematics and Natural Sciences, which reflects, among other factors, the poor pedagogical and interdisciplinary articulation needed to promote a truly anti-racist and equitable education. The RCA, in recognizing the complexity and relevance of diversity and difference, presents elements that contribute to significant advances, such as the incorporation of Laws No. 10.639/2003 and No. 11.645/2008. However, we perceive the need to include this theme in a substantiated manner, promoting discussions that effectively contribute to combating discrimination and racism in the curriculum of Basic Education and Higher Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este estudio puede considerarse como una investigación cualitativa, de tipo documental, orientada por el análisis de contenido de Laurence Bardin (2016), y una contribución teórica centrada en las nociones conceptuales de currículo, dominación simbólica y representaciones, propuestas por Goodson (2018), Bourdieu (2010) y Chartier (1991), respectivamente. En cuanto a la ERER, nos basamos en las reflexiones de Silva (2019) y Coelho (2018). El análisis del RCA muestra que, a pesar de los esfuerzos por incorporar el tema de la ERER, todavía existen lacunas significativas en el abordaje de la diversidad y la diferencia en los componentes curriculares. Estas ausencias son especialmente evidentes en las áreas de Matemáticas y Ciencias Naturales, lo que refleja, entre otros factores, la escasa articulación pedagógica e interdisciplinaria necesaria para promover una educación verdaderamente antirracista y equitativa. Al reconocer la complejidad y relevancia de la diversidad y de la diferencia, la RCA presenta elementos que contribuyen para avances significativos, como la incorporación de las Leyes nº 10.639/2003 y nº 11.645/2008. Sin embargo, percibimos la necesidad de incluir este tema de forma fundamentada, promoviendo discusiones que contribuyan efectivamente para el combate a la discriminación y al racismo en los currículos de la Educación Básica y de la Educación Superior.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação das relações étnico-raciais]]></kwd>
<kwd lng="pt"><![CDATA[diversidade]]></kwd>
<kwd lng="pt"><![CDATA[diferença]]></kwd>
<kwd lng="pt"><![CDATA[escola básica]]></kwd>
<kwd lng="pt"><![CDATA[referencial curricular amazonense]]></kwd>
<kwd lng="en"><![CDATA[education for ethnic-racial relations]]></kwd>
<kwd lng="en"><![CDATA[diversity]]></kwd>
<kwd lng="en"><![CDATA[difference]]></kwd>
<kwd lng="en"><![CDATA[basic school]]></kwd>
<kwd lng="en"><![CDATA[amazonian curriculum framework]]></kwd>
<kwd lng="es"><![CDATA[educación de las relaciones étnico-raciales]]></kwd>
<kwd lng="es"><![CDATA[diversidad]]></kwd>
<kwd lng="es"><![CDATA[diferencia]]></kwd>
<kwd lng="es"><![CDATA[escuela básica]]></kwd>
<kwd lng="es"><![CDATA[marco curricular amazónico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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