Resumo

SOUSA, Galdino Rodrigues de. For a Non-Classification of Critical and Post-Critical Pedagogies: Provocative Dialogues with Tomaz Tadeu da Silva. e-Curriculum [online]. 2023, vol.21, e56874.  Epub 15-Ago-2023. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2023v21e56874.

This essay is based on the correlation of bibliographic sources under a qualitative approach. It is influenced by critical and post-critical discussions in its descriptions and analyses. It problematizes renovations of critical pedagogies in Education that make them go beyond their initial perspective, with readings heavily influenced by macroeconomic concepts and problematizations. In order to legitimize this understanding, it establishes a dialogue with authors that are references in Education, such as Silva (2013), Moreira (1999), Apple, Au and Gandin (2011). It concludes that there is a lack of clarity with regard to the boundaries that distinguish critical pedagogies from post-critical pedagogies. As a potentially interesting option in this debate, it suggests the discussion of the non-pertinence of maintaining the classification that distinguishes them, intensifying the fight against the most varied forms of social injustice.

Palavras-chave : critical pedagogies; post-critical pedagogies; curriculum; education.

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