<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602019000400147</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n4id1015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CURRÍCULO DES-OCULTO: outras vozes, outras epistemologias]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUM UNCOVER: other voices, other epistemologies]]></article-title>
<article-title xml:lang="es"><![CDATA[CURRÍCULUM DES-OCULTO: otras voces, otras epistemologías]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo]]></surname>
<given-names><![CDATA[Débora Cristina de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dantas]]></surname>
<given-names><![CDATA[Luís Thiago Freire]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo Programa de Pós-Graduação de Mestrado Profissional em Educação Departamento de Teorias do Ensino e Práticas Educacionais]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>4</numero>
<fpage>147</fpage>
<lpage>175</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000400147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000400147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000400147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A prática docente é, sem dúvida, um dos grandes gargalos para a não efetiva implementação da Lei 10.639/2003 na educação básica. E o currículo representa um dos principais agentes de tal imobilidade. Tomando como princípios a &#8220;decifração do conhecimento&#8221; e o &#8220;alfabetismo da diáspora&#8221; (KING, 1996), neste artigo propomos refletir sobre o currículo predominante na educação brasileira e discutir sobre práticas pedagógicas que protagonizem a Educação das Relações Étnico-Raciais. Tomamos como foco de investigação o ensino superior - por meio da análise do componente curricular da disciplina de Educação das Relações Étnico-Raciais (Erer) para os cursos de licenciatura de uma universidade federal - e no ensino médio, a disciplina de Filosofia em uma instituição estadual e outra federal. Nessas análises, incluem-se documentos oficiais e propostas de práticas pedagógicas desenvolvidas durante as aulas nos anos de 2016 e 2018. As contribuições almejadas são especialmente no sentido de desocultar o currículo e propor ações concretas para a valorização de princípios africanos e afro-brasileiros na formação docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Teacher practice is undoubtedly one of the major bottlenecks for the non-effective implementation of Law No. 10.639/2003 in basic education, and the curriculum represents one of the main agents of such immobility. Taking as a principle the decoding of knowledge and the diaspora literacy (KING, 1996), in this article, we propose to reflect on the predominant curriculum in the Brazilian educational system, and to discuss pedagogical practices that lead to ethnic-racial relations education. We focus on higher education - through the analysis of the curricular component titled Ethnic-Racial Relations Education for the undergraduate courses of a federal university - and on high school - through the analysis of the Philosophy subject matter taught in a state institution and in a federal one. These analyses include official documents and proposals for pedagogical practices developed during the years 2016 and 2018. The desired contributions are especially aimed at unveiling the curriculum and proposing concrete actions for the valorization of African and Afro-Brazilian principles in teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La práctica docente es, sin duda alguna, uno de los grandes cuellos de botella para la no aplicación efectiva de la Ley 10.639 / 2003 en la educación básica. Y el currículum representa uno de los principales agentes de tal inmovilidad. Basados en principios de la descodificación del conocimiento y el &#8220;alfabetismo de la diáspora&#8221;, proponemos en este artículo reflexionar sobre el currículum predominante en la educación brasileña y discutir sobre prácticas pedagógicas que destaquen la Educación de las Relaciones Étnico-Raciales. Enfocamos la investigación en la enseñanza superior - a través del análisis del componente curricular de la disciplina de Educación de las Relaciones Étnico-Raciales (Erer) para los cursos de licenciatura de una universidad federal - y en la enseñanza media la disciplina de Filosofía de una institución estadual y otra federal. En estos análisis incluimos documentos oficiales y propuestas de prácticas pedagógicas desarrolladas durante las clases en los años 2016 y 2018. Las contribuciones que anhelamos alcanzar son especialmente en el sentido de revelar el currículum y proponer acciones concretas para la valorización de principios africanos y afrobrasileños en la formación docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação das Relações Étnico-Raciais]]></kwd>
<kwd lng="pt"><![CDATA[Prática docente]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Education of Ethnic-Racial Relations]]></kwd>
<kwd lng="en"><![CDATA[Teacher practice]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación de las Relaciones Étnico-Raciales]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
</kwd-group>
</article-meta>
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