<?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>2236-3459</journal-id>
<journal-title><![CDATA[História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Hist. Educ.]]></abbrev-journal-title>
<issn>2236-3459</issn>
<publisher>
<publisher-name><![CDATA[Associação Sul-Rio-Grandense de Pesquisadores em História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2236-34592024000100422</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/130972</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A autonomização do campo de pesquisa em ensino de história no Brasil (1990-2022)]]></article-title>
<article-title xml:lang="es"><![CDATA[La autonomización del campo de investigación en la enseñanza de la historia en Brasil (1990-2022)]]></article-title>
<article-title xml:lang="en"><![CDATA[The Autonomization of the Field of Research in History Teaching in Brazil (1990-2022)]]></article-title>
<article-title xml:lang="fr"><![CDATA[L'autonomisation du domaine de la recherche en enseignement de l'histoire au Brésil (1990-2022)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saldanha]]></surname>
<given-names><![CDATA[Rafael da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Mauro Cezar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Estadual de Educação do Pará Secretaria Municipal de Educação ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592024000100422&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592024000100422&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592024000100422&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa a trajetória de autonomização do campo de pesquisa em Ensino de História no Brasil, tomando-se como referência a produção de teses do campo, entre 1990 e 2022. Argumentamos que esse processo nasce em um contexto pouco favorável à pesquisa científica, mas, depois, consolida-se em função das políticas públicas de expansão do ensino superior, a partir dos anos 2000. Identificamos, ainda, os principais agentes do campo que têm atuado nesse processo de autonomização no espaço dos Programas de Pós-Graduação, a saber: os professores orientadores das teses. A análise, mediada pelos conceitos de campo e capital, de Pierre Bourdieu, incidiu sobre um total de 222 teses levantadas junto ao banco de teses e dissertações da CAPES e, também, sobre os currículos lattes dos pesquisadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la trayectoria de autonomía del campo de investigación en Enseñanza de la Historia en Brasil, tomando como referencia la producción de tesis en el campo, entre 1990 y 2022. Sostenemos que este proceso nació en un contexto poco favorable para investigación científica, pero, posteriormente, se consolida gracias a las políticas públicas de expansión de la educación superior, a partir de la década de 2000. También identificamos los principales agentes del campo que han trabajado en este proceso de autonomía en el espacio de los Programas de Posgrado. a saber: los profesores directores de tesis. El análisis, mediado por los conceptos de campo y capital de Pierre Bourdieu, se centró en un total de 222 tesis recogidas del banco de tesis y disertaciones de la CAPES y también en los currículos de café con leche de los investigadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the trajectory of autonomy of the research field in History Teaching in Brazil, taking as a reference the production of theses in the field, between 1990 and 2022. We argue that this process was born in a context that is not very favorable to scientific research, but , later, it is consolidated due to public policies for the expansion of higher education, starting in the 2000s. We also identify the main agents in the field who have worked in this process of autonomy in the space of Postgraduate Programs, namely : the theses&#8217; supervising professors. The analysis, mediated by Pierre Bourdieu's concepts of field and capital, focused on a total of 222 theses collected from the CAPES theses and dissertations bank and also on the researchers' latte curricula]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article analyse la trajectoire d'autonomie du champ de recherche sur l'enseignement de l'histoire au Brésil, en prenant comme référence la production de thèses dans ce domaine, entre 1990 et 2022. Nous soutenons que ce processus est né dans un contexte peu favorable à recherche scientifique, mais, plus tard, elle s'est consolidée grâce aux politiques publiques d'expansion de l'enseignement supérieur, à partir des années 2000. Nous identifions également les principaux agents de terrain qui ont travaillé dans ce processus d'autonomie dans l'espace des programmes de troisième cycle, à savoir : les professeurs encadrants de thèse. L'analyse, médiatisée par les concepts de champ et de capital de Pierre Bourdieu, a porté sur un total de 222 thèses collectées auprès de la banque de thèses et mémoires du CAPES ainsi que sur les cursus latte des chercheurs.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[Campo]]></kwd>
<kwd lng="pt"><![CDATA[Autonomização]]></kwd>
<kwd lng="pt"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="pt"><![CDATA[Expansão Universitária]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Historia]]></kwd>
<kwd lng="es"><![CDATA[Campo]]></kwd>
<kwd lng="es"><![CDATA[Autonomización]]></kwd>
<kwd lng="es"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="es"><![CDATA[Expansión Universitaria]]></kwd>
<kwd lng="en"><![CDATA[History Teaching]]></kwd>
<kwd lng="en"><![CDATA[Field]]></kwd>
<kwd lng="en"><![CDATA[Autonomization]]></kwd>
<kwd lng="en"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="en"><![CDATA[University Expansion]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement de l'histoire]]></kwd>
<kwd lng="fr"><![CDATA[Champ]]></kwd>
<kwd lng="fr"><![CDATA[Autonomisation]]></kwd>
<kwd lng="fr"><![CDATA[Pierre Bourdieu]]></kwd>
<kwd lng="fr"><![CDATA[Extension Universitaire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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