<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762018000100029</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2018v16i1p29-59</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo, (auto)biografias e diferença: políticas e poéticas do incontrolável no cotidiano da educação em ciências]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum, (auto)biographies and difference: politics and poetics of uncontrollable in everyday science education]]></article-title>
<article-title xml:lang="es"><![CDATA[Currículo, autobiografías y diferencia: políticas y poéticas delo incontrolable en el cotidiano de la educación en ciencias]]></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 contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Maria Inez da Silva de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sá]]></surname>
<given-names><![CDATA[Maria Roseli Gomes Brito de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Oeste da Bahia Centro das Ciências Biológicas e da Saúde ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Bahia Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>29</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762018000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762018000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762018000100029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo de posicionamento te&#243;rico-estrat&#233;gico, por meio de uma ag&#234;ncia p&#243;s-estrutural e p&#243;s-colonial, desenvolvemos uma argumenta&#231;&#227;o cr&#237;tica &#224;s bases te&#243;ricas da educa&#231;&#227;o cient&#237;fica, focalizando a significa&#231;&#227;o da identidade das disciplinas escolares como Natureza da Ci&#234;ncia. Para tanto, valendo-nos de (in)forma&#231;&#245;es e quadros referenciais dos diversos espa&#231;os-tempos formativos vividos na gradua&#231;&#227;o, na p&#243;s-gradua&#231;&#227;o e na doc&#234;ncia no ensino superior, postos em suspens&#227;o e desterritorializados em sentido (auto)biogr&#225;fico, transitamos por pol&#237;ticas de sentido criadas em diferentes comunidades de enuncia&#231;&#227;o, com vistas a problematizar e reativar os consensos hegem&#244;nicos produzidos em torno da defesa de tal significante. Nesse trajeto, argumentamos pela defesa do espa&#231;o do incontrol&#225;vel, daquilo que n&#227;o se pode banir do curr&#237;culo e da educa&#231;&#227;o em ci&#234;ncias, reavivando o sentido da po&#233;tica como estruturante do fazer curricular. Defendemos que este modo de ag&#234;ncia permite criar a identidade da ci&#234;ncia no curr&#237;culo escolar como um lugar h&#237;brido, marcado pela aus&#234;ncia de um discurso-mestre que possa validar uma dentre as m&#250;ltiplas identidades criadas para a educa&#231;&#227;o cient&#237;fica em seu acontecimento cotidiano, agu&#231;ando, assim, a participa&#231;&#227;o dos sujeitos na luta pol&#237;tica pelo poder de significar o curr&#237;culo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this theoretical-strategic position paper, through a post-structural and post-colonial agency, we developed a critical argument to the theoretical foundations of science education, focusing on the significance of school disciplines identities as Nature of Science. Therefore, by relying on training and reference frameworks of the various formative spacetimes lived in undergraduate, post-graduate and teaching in higher education, put into suspension and deterritorialized in (auto)biographical sense, we transit for political meaning created in different communities of enunciation, in order to problematize hegemonic consensus generated around the defense of such significant. In this way, we argue in defense of the uncontrollable space, what cannot be banished from the curriculum and science education, reviving the sense of poetic as structuring the curriculum practice. We argue that this agency allows to create the identity of science in the curriculum school as a hybrid place, marked by the absence of a master-speech who can validate one among the multiple identities created for science education in their everyday happening, sharpening, so, the participation of the subjects in the political struggle for power of meaning the curriculum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este art&#237;culo de posicionamiento te&#243;rico-estrat&#233;gico, a trav&#233;s de un referente post-estructural y post-colonial, desarrollamos una argumentaci&#243;n cr&#237;tica a las bases te&#243;ricas de la educaci&#243;n cient&#237;fica, enfocando la significaci&#243;n de la identidad de las disciplinas escolares como Naturaleza de la Ciencia. Haciendo uso de los materiales emp&#237;ricos (auto)biogr&#225;ficos provenientes de m&#250;ltiples espacios y tiempos formativos vividos en la pregrado, en el posgrado y en la docencia dela educaci&#243;n superior, transitamos por pol&#237;ticas curriculares enunciadas en diferentes comunidades, con miras a reactivar consensos hegem&#243;nicos producidos en torno de la defensa de tal significante. En este trayecto, argumentamos por la defensa del espacio de lo incontrolable en el curr&#237;culo, reavivando el sentido de la po&#233;tica como estructurante del hacer curricular. Defendemos que este modo de actuar permite crear la identidad de la ciencia en el curr&#237;culo escolar como un lugar h&#237;brido, marcado por la ausencia de un discurso maestro que pueda validar una de las m&#250;ltiples identidades creadas para la educaci&#243;n cient&#237;fica en su acontecimiento cotidiano.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[(Auto)biografias]]></kwd>
<kwd lng="pt"><![CDATA[Cotidiano]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Diferença]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Ciências]]></kwd>
<kwd lng="en"><![CDATA[(Auto)biographies]]></kwd>
<kwd lng="en"><![CDATA[Everyday]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Difference]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="es"><![CDATA[AutoBiografías]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Diferencia]]></kwd>
<kwd lng="es"><![CDATA[Educación Científica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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