<?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>2238-2097</journal-id>
<journal-title><![CDATA[Revista de Educação Pública]]></journal-title>
<abbrev-journal-title><![CDATA[R. Educ. Públ.]]></abbrev-journal-title>
<issn>2238-2097</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Mato Grosso, Instituto de Educação, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-20972017000100095</article-id>
<article-id pub-id-type="doi">10.5965/01045962v26n612017110</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Currículo e as identidades/diferenças indígenas: normalização, invisibilidade e subalternização]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum and indigenous identities/differences: normalization, invisibility and subalternization]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Backes]]></surname>
<given-names><![CDATA[José Licínio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pavan]]></surname>
<given-names><![CDATA[Ruth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Dom Bosco Programa de Pós-Graduação em Educação - Mestrado e Doutorado ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Dom Bosco Programa de Pós-Graduação em Educação - Mestrado e Doutorado ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>26</volume>
<numero>61</numero>
<fpage>95</fpage>
<lpage>110</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-20972017000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-20972017000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-20972017000100095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo objetiva refletir sobre o curr&#237;culo, mais especificamente sobre o curr&#237;culo dos anos finais do ensino fundamental e como esse est&#225; vincu lado a processos de normaliza&#231;&#227;o, invisibiliza&#231;&#227;o e subalterniza&#231;&#227;o das identidades/diferen&#231;as ind&#237;genas. A pesquisa de campo foi realizada por meio de entrevistas com 11 professores de uma escola p&#250;blica estadual do Munic&#237;pio de Campo Grande (MS), com alto &#205;ndice de De senvolvimento da Educa&#231;&#227;o B&#225;sica (IDEB) nos anos finais do ensino fundamental. Os resultados indicam que as identidades/diferen&#231;as ind&#237;genas, ao n&#227;o serem percebidas pelos professores, sendo os ind&#237;genas tratados de modo normal ou como se tivessem mais dificuldade de aprendizagem, contribuem para a sua subalterniza&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aims to reflect on the curricu lum, particularly the curriculum of the final grades of basic education, and the way in which it is linked to normalization, invisibi lization and subalternization of indigenous identities/differences. The field research was carried out by means of interviews with 11 teachers from a public school in Campo Grande (MS) with high Basic Education De velopment Index (IDEB) in the final grades of basic education. The results showed that teachers not perceiving indigenous iden tities/differences and dealing with them as normal or as if they had more learning diffi culties contribute to their subalternization.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Identidade]]></kwd>
<kwd lng="pt"><![CDATA[Indígenas]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Identity]]></kwd>
<kwd lng="en"><![CDATA[Indigenous People.]]></kwd>
</kwd-group>
</article-meta>
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