<?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>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692019000100025</article-id>
<article-id pub-id-type="doi">10.5380/jpe.v13i0.66890</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Notas sobre o campo de estudos do currículo: controvérsias críticas e pós-críticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Notes on the field of curriculum studies: critical and post-critical controversies]]></article-title>
<article-title xml:lang="es"><![CDATA[Notas sobre el campo de estudios del currículo: controversias críticas y post-críticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Renata Peres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bueno]]></surname>
<given-names><![CDATA[Sinésio Ferraz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista - UNESP  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unesp de Marília Departamento de Filosofia e ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>13</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692019000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692019000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692019000100025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem como objetivo tensionar o debate acerca do pensamento pós-crítico no campo do currículo, problematizando e situando os limites e controvérsias do campo enquanto subsídio teórico relevante para análise dos fundamentos e das políticas curriculares. Para tanto, no primeiro momento, apresenta-se um breve histórico dos estudos do currículo como campo de disputas, que delineia as bases para um projeto formativo que ampara as experiências escolares. Em seguida, busca-se apresentar, de modo geral, o debate pós-crítico e sua articulação com as teorias curriculares a partir de pesquisas nacionais do campo. Por fim, problematiza-se as implicações da adoção de uma perspectiva pós-crítica, buscando refletir sobre a educação e o currículo perante o quadro hegemônico do pensamento pós-crítico. Como aspectos conclusivos, inferimos que a postura cética adotada pelos enfoques pós-críticos parece-nos emboscar em uma cilada pedagógica, que impede ainda mais a apropriação dos conteúdos objetivos formativos de forma crítica, anulando as potencialidades de resistência à reificação. Trata-se de um estudo bibliográfico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to stress the debate about post-critical thinking in the field of curriculum, problematizing and situating the limits and controversies of the field as a relevant theoretical subsidy for the analysis of fundamentals and curricular policies. In order to do so, in the first moment, a brief history of curriculum studies is presented as a field of contention, which outlines the bases for a formative project that supports the school experiences. Afterwards, it is sought to present, in a general way, the post-critical debate and its articulation with the curricular theories from national field surveys. Finally, the implications of adopting a post-critical perspective are analyzed, seeking to reflect on education and curriculum before the hegemonic framework of post-critical thinking. As conclusive aspects, we infer that the skeptical stance adopted by post-critical approaches seems to ambush a pedagogical trap, which further impedes the appropriation of formative objective contents in a critical way, nullifying the potentialities of resistance to reification. This is a bibliographic study.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo tiene como objetivo tensar el debate acerca del pensamiento post-crítico en el campo del currículo, problematizando y situando los límites y controversias del campo como subsidio teórico relevante para el análisis de los fundamentos y de las políticas curriculares. Para ello, en el primer momento, se presenta un breve histórico de los estudios del currículo en cuanto campo de disputas, que delinea las bases para un proyecto formativo que ampara las experiencias escolares. A continuación, se busca presentar, de modo general, el debate post-crítico y su articulación con las teorías curriculares a partir de investigaciones nacionales del campo. Por último, se cuestiona las implicaciones de la adopción de una perspectiva post-crítica, buscando reflexionar sobre la educación y el currículo ante el cuadro hegemónico del pensamiento post-crítico. Como aspectos concluyentes, inferimos que la postura escéptica adoptada por los enfoques post-críticos nos parece emboscar en una trampa pedagógica, que impide aún más la apropiación de los contenidos objetivos formativos de forma crítica, anulando las potencialidades de resistencia a la reificación. Se trata de un estudio bibliográfico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teorias do Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento pós-crítico.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Theories]]></kwd>
<kwd lng="en"><![CDATA[Post-critical thinking.]]></kwd>
<kwd lng="es"><![CDATA[Teorías del Currículo]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento post-crítico.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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