<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602022000100204</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.84955</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação sujeito/conhecimento nas políticas de currículo da educação em ciências dos últimos tempos: contribuições pós-estruturais ao debate]]></article-title>
<article-title xml:lang="en"><![CDATA[The relationship between subject/knowledge in science education curriculum policies in recent times: post-str0uctural contributions to the debate]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimentel Júnior]]></surname>
<given-names><![CDATA[Clívio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[Aracaju Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602022000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602022000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602022000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A partir da incorporação mais expressiva das teorias pós-estruturais ao campo do currículo nos últimos anos, o objetivo deste ensaio teórico é apresentar contribuições ao debate em torno da relação sujeito/conhecimento científico nas políticas de currículo da Educação em Ciências, buscando explorar suas ressonâncias na significação do que venha a ser considerado um sujeito &#8220;cientificamente educado&#8221;. Por meio de quais enquadramentos pedagógicos e curriculares a identidade do sujeito &#8220;educado em ciências&#8221; vem sendo produzida nas políticas? Quais podem ser as contribuições do movimento de pensamento pós-estruturalista ao debate em torno da relação sujeito/conhecimento científico na definição do que significa ser educado em ciências? Para discorrer sobre esse objetivo e essas questões, decidi transitar por diferentes registros curriculares da área da Educação em Ciências, sem pretensões de exaustão, trazendo ao ensaio aspectos que caracterizam o cenário das políticas formativas no campo, focalizando especificamente aqueles relativos ao papel do conhecimento científico na formação da identidade do sujeito. Em diálogo com autores como Judith Butler (2015), Gert Biesta (2013), Stuart Hall (2006), Lopes e Macedo (2011), Laclau e Mouffe (2015), entre outros, o ensaio é um investimento teórico implicado na defesa de narrativas abertas à diferença e ao diferir do sujeito nas políticas de currículo da Educação em Ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT From a more significant incorporation of post-structural theories into the curriculum field in recent years, this theoretical essay aims to contribute to the debate around the relationship between subject/scientific knowledge in science-education curriculum policies. It seeks to explore its resonance in the meaning of what came to be considered a &#8220;scientifically educated&#8221; subject. Which pedagogical and curricular frameworks have been producing the identity of the subject &#8220;educated in science&#8221; in policies? What can be the contributions of the post-structuralist movement to the debate on the relationship between subject/scientific knowledge when defining what it means to be scientifically educated? To discuss this objective and questions, I decided to go through different curricular records in the Science Education area, without the intention of exhaustion, bringing to this essay some aspects that characterize the scenario of training policies in the field. I mainly focus on those related to scientific knowledge&#8217;s role in forming the subject&#8217;s identity. Dialoguing with Judith Butler (2015), Gert Biesta (2013), Stuart Hall (2006), Lopes and Macedo (2011), Laclau and Mouffe (2015), among others, the essay is a theoretical defense of narratives open to difference and disagreement on the Science Education curriculum policies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento científico]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Políticas de Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Pós-estruturalismo]]></kwd>
<kwd lng="en"><![CDATA[Scientific Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Policies]]></kwd>
<kwd lng="en"><![CDATA[Post-structuralism]]></kwd>
</kwd-group>
</article-meta>
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