<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100303</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.68009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação e a luta antinazifascista no Brasil: implicações para o campo dos estudos curriculares na voz de estudantes de mestrado e doutorado]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación y lucha antinazifascista en Brasil: implicaciones para el campo de los estudios curriculares em la voz de los estudiantes de maestría y doctorado]]></article-title>
<article-title xml:lang="en"><![CDATA[Education and the anti-nazifascist struggle in Brazil: implications for the field of curricular studies in the voice of master's and doctoral students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Francisco Thiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Faculdade de Educação Departamento de Métodos e Técnicas]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></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>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O objetivo principal desta pesquisa é compreender as principais implicações e consequências que a ascensão da extrema direita no Brasil provocou na educação, quiçá no campo dos estudos curriculares, a partir da percepção de estudantes de mestrado e doutorado que cursaram uma disciplina na área de currículo e formação docente, em um Programa de Pós-Graduação em Educação de uma universidade federal da região Centro Oeste do Brasil, no período de 2.2022 por meio da aplicação de um questionário de perguntas semi-estruturadas. Situamos as discussões sobre o conceito de fascismo na história a partir de uma revisão bibliográfica, para, em seguida, debatermos as consequências de suas manifestações no campo educacional, principalmente no que diz respeito ao currículo. Preliminarmente os dados mostraram que pode haver a existência de um &#8216;currículo fascistizado&#8217;, marcado pelo caráter autoritário e monocentrado em toda a sua arquitetura pedagógica, além de não tomar a ciência como centro, ou quando o faz, desconsidera formas ancestrais advindas de culturas intencionalmente desumanizadas. Ao mesmo tempo, é impreterível elaborar e praticar, com base em alguns pressupostos, um &#8216;currículo crítico e socialmente anticapitalista e antinazifascista&#8217; que tem por características principais: considerar as diferentes formas de colaboração democrática como ponto inicial de feitura, planejamento, implantação e avaliação; considerar e respeitar as diferentes maneiras de ser, existir, estar e permanecer em cada local; repudiar quaisquer formas e maneiras de decisões autoritárias e truculentas em todo o processo pedagógico; e desenvolver, por meio da autonomia docente, inúmeras ações de combate intelectual a práticas discriminatórias de toda ordem: gênero, orientação sexual, raça/etnia, classe social, religiosa etc. Esses arquétipos nos levaram a confirmar a concepção ideológica de que o antifascismo e o anticapitalimo são faces de uma mesma moeda e que é possível vencê-los.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El objetivo principal de esta investigación es compreender lãs principales implicaciones y consecuencias que el auge de la extrema derecha en Brasil provoco en La educación, tal vez en el campo de los estudios curriculares, a partir de La percepción de los estudiantes de maestría y doctorado que asistieron a una disciplina em el área de currículo y formación docente en un Programa de Posgrado en Educación de una universidad federal en La región Del medio oeste de Brasil en el período de 2.2022 através de La aplicación de un cuestionario de preguntas semi estructuradas. Situamos lãs discusiones sobre el concepto de fascismo en la historia a partir de una revisión bibliográfica, y luego debatimos lãs consecuencias de sus manifestaciones en el campo educativo, especialmente en lo que respecta al currículo. Preliminarmente, los datos mostraron que puede existir La existencia de un &#8216;currículo fascistizado&#8217; marcado por el carácter autoritario y monocéntrico en toda su arquitectura pedagógica, además de no tomar la ciencia como centro, o cuando lo hace, desprecia formas ancestrales provenientes de culturas intencionalmente deshumanizadas. Al mismo tiempo, es imperativo elaborar y practicar, sobre la base de algunos supuestos, un &#8216;currículo crítico y socialmente anticapitalista y antinazi-fascista&#8217; que tenga las siguientes características principales: considerar las diferentes formas de colaboración democrática como punto de partida de hacer, planificar, implementar y evaluar, considerar y respetarlas diferentes formas de ser, existir, ser y permanecer en cada lugar, Repudiar cualquier forma y forma de decisiones autoritarias y truculentas a lo largo Del proceso pedagógico y desarrollar, a través de la autonomía docente, numerosas acciones de combate intelectual a prácticas discriminatorias de todo tipo: género, orientación sexual, raza/etnia, clase social, religiosa, etc. Estos arquetipos nos han llevado a confirmar la concepción ideológica de que el antifascismo y el anticapital son caras de la misma moneda y que es posible superarlos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The prime purpose of this research is to comprehend the main implications and consequences that the rise of the extreme right wing in Brazil has had on Education, possibly in the field of curriculum studies, from the perception of master's and doctoral students who attended a discipline on Curriculum and Teacher Education, in a postgraduate program on Education, at a federal university of a Midwestern region of Brazil, in the period of 2.2022, through the application of a questionnaire with semi-structured questions. We situated the discussions on the concept of fascism in History from a bibliographical review, to then discuss the consequences of its manifestations in the educational field, especially concerning the curriculum. Preliminarily, the data showed that there might be the existence of a &#8216;fascistised curriculum&#8217;, marked by an authoritarian and mono-centered feature throughout its pedagogical architecture, besides not taking Science as core, or when it does, it disregards ancestral forms that arose from intentionally dehumanized cultures. At the same time, it is imperative to elaborate and practice, based on some assumptions, a &#8216;critical and socially anti-capitalist and anti-Nazifascist curriculum&#8217; that has as main characteristics: to consider the different forms of democratic collaboration as a starting point in its elaboration, planning, implementation, and evaluation; to consider and respect the different ways of being, existing, and staying in each place; to repudiate any forms and manners of authoritarian and truculent decisions throughout the pedagogical process; and to develop, through teaching autonomy, countless actions of intellectual combat against discriminatory practices of all kinds: gender, sexual orientation, race/ethnicity, social class, religion, etc. These archetypes led us to confirm the ideological conception that anti-fascism and anti-capitalism are sides of the same coin and that it is possible to defeat them.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[antifascismo]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[pós-graduação]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[antifascismo]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[postgrado]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[antifascism]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[postgraduate studies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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