<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100676</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349254149esp</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El sueño de la crítica produce monstruos: Educación en disputa, entre libertad y barbarie]]></article-title>
<article-title xml:lang="en"><![CDATA[The sleep of criticism produces monsters: education in dispute, between freedom and barbarism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brugnaro Júnior]]></surname>
<given-names><![CDATA[Maurício]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100676&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100676&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100676&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio se enfoca en la educación secundaria integrada brasileña (como un tipo ideal) &#8211; principalmente en el período actual con avances neoliberales que buscan la reificación del ser &#8211;, incluye factores que apoyan la implementación del modelo de esta educación e identifica dos aspectos del concepto que se desarrollan en libertad o barbarie, el depende de sus premisas y de los intereses sociales establecidos por los agentes implicados. Así, busca establecer el campo educativo como disputa entre diferentes hegemonías sociales. Los materiales utilizados están basados en bibliografías que abordan el tema educativo en relación con la sociedad en su práctica de emancipación y están recogidos críticamente en libros y artículos científicos, caracterizados como un debate teórico, pero que se fundamenta sobre prácticas y métodos de la realidad material. Los resultados confirman la hipótesis del campo educativo en disputa, también argumentan que la educación secundaria integrada corresponde a los intereses de la clase ya hegemónica, pero que no es algo establecido, pues está en disputa, encontrándose en los agentes sociales, como educadores y estudiantes, y en la unión de clases, el movimiento por la una posible educación liberadora. Así, se confirma que donde no hay crítica, aparecen los monstruos, tal como aquí se los entiende. El estudio significa una extensión del debate educativo, se reconoce como una línea de estudio y no busca cerrar la discusión, sino ampliarla, proporcionando la ubicación de conceptos para que sea posible identificar fuerzas fundamentales para las orientaciones sociales, políticas públicas y praxis de la vida cotidiana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study focuses on the Brazilian integrated secondary education (as an ideal type) &#8211; mainly in the current period with neoliberal advances that seek the reification of being &#8211;, includes factors that support the implementation of the model of this education and identifies two aspects The concept that is developed in freedom or barbarism depends on its premises and the social interests established by the agents involved. Thus, it seeks to establish the educational field as a dispute between different social hegemonies. The materials used are based on bibliographies that address the educational issue in relation to society in its practice of emancipation and are critically collected in books and scientific articles, characterized as a theoretical debate, but which is based on practices and methods of education material reality. The results confirm the hypothesis of the educational field in dispute, they also argue that integrated secondary education corresponds to the interests of the already hegemonic class, but that it is not something established, since it is in dispute, being found in social agents, such as educators and students, and in the union of classes, the movement for a possible liberating education. Thus, it is confirmed that where there is no criticism, monsters appear, as they are understood here. The study means an extension of the educational debate, it is recognized as a line of study and does not seek to close the discussion, but to broaden it, providing the location of concepts so that it is possible to identify fundamental forces for social orientations, public policies and praxis of life. daily.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Escuela secundaria integrada]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Barbarie]]></kwd>
<kwd lng="es"><![CDATA[Habitus]]></kwd>
<kwd lng="es"><![CDATA[Ideología]]></kwd>
<kwd lng="en"><![CDATA[Integrated secondary school]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Barbarism]]></kwd>
<kwd lng="en"><![CDATA[Habitus]]></kwd>
<kwd lng="en"><![CDATA[Ideology]]></kwd>
</kwd-group>
</article-meta>
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