<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Série-Estudos]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822014000100155</article-id>
<article-id pub-id-type="doi">10.20435/2318-1982-2014-v.37(11)</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudos curriculares no Brasil: o (não) lugar dos conceitos de interculturalidade, multiculturalismo, hibridismo, raça, etnia e gênero.]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum Studies in Brazil: the (non) place of the concepts of hybridism, interculturality, multiculturalism, race, ethnicity and gender.]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Dom Bosco  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<numero>37</numero>
<fpage>155</fpage>
<lpage>164</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822014000100155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822014000100155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822014000100155&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo analisa o (n&#227;o) lugar dos conceitos de hibridismo, interculturalidade, multiculturalismo, ra&#231;a, etnia e g&#234;nero no campo do curr&#237;culo, cuja centralidade ou n&#227;o produz um conjunto de efeitos para esse campo. Para fazer a an&#225;lise, foram lidos e examinados todos os trabalhos apresentados no Grupo de Trabalho Curr&#237;culo (GT 12) da Associa&#231;&#227;o Nacional de P&#243;s-Gradua&#231;&#227;o e Pesquisa em Educa&#231;&#227;o (ANPEd) no per&#237;odo 2008-2012, totalizando 69 trabalhos. A an&#225;lise mostrou que os conceitos s&#227;o utilizados mais como adjetivos para qualificar diferentes realidades do que como substantivos e que o seu significado &#233; pouco explicitado nos trabalhos apresentados. Tamb&#233;m foi observada pouca presen&#231;a (n&#227;o-centralidade) dos conceitos e tem&#225;ticas de g&#234;nero e rela&#231;&#245;es &#233;tnico-raciais, bem como de quest&#245;es ligadas &#224; interculturalidade e ao multiculturalismo no campo do curr&#237;culo. Ainda que essa presen&#231;a contribua para a ressignifi ca&#231;&#227;o do campo do curr&#237;culo, conclu&#237;mos que ela seria maior se houvesse uma centralidade desses conceitos e uma preocupa&#231;&#227;o maior em explicit&#225;-los. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper analyzes the (non) place of the concepts of hybridism, interculturality, multiculturalism, race, ethnicity and gender in the curriculum field, showing that either their centrality or the lack of it produces a range of effects on this field. In order to perform this analysis, all the papers presented in the Curriculum Work Group (GT12) of the National Association of Post-Graduation and Research in Education (ANPEd) in the 2008-2012 period were read and examined, making up the total of 69 papers. The analysis has shown that the concepts were more otien used as adjectives to qualify different realities than as nouns, and their meanings were barely explicit in the papers. Concepts and themes related to gender and ethnic-racial relations were scarcely evidenced in the papers (non-centrality), and so were issues concerning interculturality and multiculturalism in the curriculum field. Although such presence contributes to the re-signification of the curriculum field, we have concluded that it would be increased if such concepts were seen as more central and the concern with their explicitation were greater. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudos Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[ANPEd]]></kwd>
<kwd lng="pt"><![CDATA[GT Currículo]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Studies]]></kwd>
<kwd lng="en"><![CDATA[ANPEd]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Work Group]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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