<?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[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822023000200289</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v28i63.1694</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cidade educativa e currículo na perspectiva decolonial]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational city and curriculum in the decolonial perspective]]></article-title>
<article-title xml:lang="es"><![CDATA[Ciudad educativa y currículum en la perspectiva decolonial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Renata Sieiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Prefeitura Municipal de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas (UNICAMP)  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>63</numero>
<fpage>289</fpage>
<lpage>310</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822023000200289&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822023000200289&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822023000200289&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como proposta apresentar possíveis articulações entre a ideia da Cidade Educativa e currículos outros sob a perspectiva decolonial. O objetivo aqui é pensar os modos pelos quais a cidade educa e os sujeitos e grupos aprendem, por meio de processos culturais e práticas educativas construídas nas instituições educativas ou potencialmente educativas e fora delas, estabelecendo diálogos e relações com o currículo escolar. Deste modo, articular saberes e fazeres que colaborem para o enfrentamento e possível superação dos pilares da Modernidade/Colonialidade. A estratégia de mapeamento do que existe na cidade em termos de coletivos, equipamentos, instituições formais e não formais que desenvolvam práticas educativas e processos culturais articulados ao gênero, raça e classe, constitui um modo de fazer um levantamento que possa servir como espaços-tempos de luta, resistência e invenção. O referencial de ancoragem conta com autores/as da Educação e da perspectiva decolonial, como Trilla, Palhares, Dussel, Mignolo, Ballestrin, entre outros/as. Espera-se poder articular processos culturais e práticas educativas e que os resultados analisados colaborem para constituir a ideia da Cidade Educativa sob a perspectiva decolonial, que aponte possibilidades de enfrentamento de formas de poder calcadas no machismo, no sexismo e no classismo e modos outros de formação de sujeitos e construção de identidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary This article proposes to present possible articulations between the idea of the Educational City and other curricula from a decolonial perspective. The objective here is to think about how the city educates and the subjects and groups learn, through cultural processes and educational practices built in educational or potentially educational institutions and outside them, establishing dialogues and relationships with the school curriculum. In this way, to articulate knowledge and actions that collaborate to face and possible overcome the pillars of Modernity/Coloniality. The strategy of mapping what exists in the city in terms of collectives, equipment, formal and non-formal institutions that develop educational practices and cultural processes articulated to gender, race, and class, constitutes a way of making a survey that can serve as spaces-times of struggle, resistance, and invention. The anchoring framework has authors from Education and the decolonial perspective, such as Trilla, Palhares, Dussel, Mignolo, Ballestrin, among others. It is expected to be able to articulate cultural processes and educational practices and that the analyzed results collaborate to constitute the idea of the Educative City from a decolonial perspective, which points to possibilities of confronting forms of power based on misogyny, sexism and classism, and other ways of formation of subjects and construction of identities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se propone presentar posibles articulaciones entre la idea de Ciudad Educadora y otros currículos desde una perspectiva decolonial. El objetivo aquí es pensar las formas en que la ciudad educa y los sujetos y grupos aprenden, a través de procesos culturales y prácticas educativas construidas en las instituciones educativas o potencialmente educativas y fuera de ellas, estableciendo diálogos y relaciones con el currículo escolar. De esta forma, articular saberes y acciones que colaboren para enfrentar y posiblemente superar los pilares de la Modernidad/Colonialidad. La estrategia de mapear lo existente en la ciudad en cuanto a colectivos, equipamientos, instituciones formales y no formales que desarrollan prácticas educativas y procesos culturales articulados al género, raza y clase, constituye una forma de hacer un relevamiento que puede servir como espacios-tiempos de lucha, resistencia e invención. El marco de anclaje cuenta con autores/as de la Educación y de la perspectiva decolonial, como Trilla, Palhares, Dussel, Mignolo, Ballestrin, entre otros/as. Se espera poder articular procesos culturales y prácticas educativas y que los resultados analizados colaboren para constituir la idea de Ciudad Educativa desde una perspectiva decolonial, que apunta posibilidades de confrontar formas de poder basadas en el machismo, el sexismo y el clasismo y otras maneras de formación de sujetos y construcción de identidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cidade educativa]]></kwd>
<kwd lng="pt"><![CDATA[decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="en"><![CDATA[educational city]]></kwd>
<kwd lng="en"><![CDATA[decoloniality]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="es"><![CDATA[ciudad educativa]]></kwd>
<kwd lng="es"><![CDATA[decolonialidad]]></kwd>
<kwd lng="es"><![CDATA[currículum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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