<?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>S1809-38762023000100317</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2023v21e56874</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pela Não Classificação das Pedagogias Críticas e Pós-Críticas: Diálogos Provocativos com Tomaz Tadeu da Silva]]></article-title>
<article-title xml:lang="en"><![CDATA[For a Non-Classification of Critical and Post-Critical Pedagogies: Provocative Dialogues with Tomaz Tadeu da Silva]]></article-title>
<article-title xml:lang="es"><![CDATA[Por una No Clasificación de las Pedagogías Críticas y Post Críticas: Diálogos que Provocan con Tomaz Tadeu da Silva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOUSA]]></surname>
<given-names><![CDATA[Galdino Rodrigues de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São João del-Rei Departamento de Ciências da Educação Física e Saúde ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762023000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762023000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762023000100317&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio sustenta-se na correlação de fontes bibliográficas sob uma abordagem qualitativa, sofre influência das discussões críticas e pós-críticas em suas descrições e análises. Problematizam-se renovações das pedagogias críticas da Educação que as fazem ir além de sua perspectiva inicial, com a leitura fortemente influenciada por conceitos e problematizações macroeconômicas. Com o objetivo de legitimar esse entendimento, estabelecem-se diálogos com autores referências na Educação, como Silva (2013), Moreira (1999), Apple, Au e Gandin (2011). Conclui-se pela falta de clareza no que diz respeito às fronteiras que distinguem as pedagogias críticas das pedagogias pós-críticas. Como opção potencialmente interessante nesse debate, sugere-se a discussão da não pertinência da classificação que as distingue, intensificando, assim, a luta contrapositiva às mais variadas formas de injustiças sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay is based on the correlation of bibliographic sources under a qualitative approach. It is influenced by critical and post-critical discussions in its descriptions and analyses. It problematizes renovations of critical pedagogies in Education that make them go beyond their initial perspective, with readings heavily influenced by macroeconomic concepts and problematizations. In order to legitimize this understanding, it establishes a dialogue with authors that are references in Education, such as Silva (2013), Moreira (1999), Apple, Au and Gandin (2011). It concludes that there is a lack of clarity with regard to the boundaries that distinguish critical pedagogies from post-critical pedagogies. As a potentially interesting option in this debate, it suggests the discussion of the non-pertinence of maintaining the classification that distinguishes them, intensifying the fight against the most varied forms of social injustice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este ensayo se sostene en la correlación de fuentes bibliográficas a respeto de un abordaje cualitativa, sufre infuencia de las discusiones criticas y post críticas en sus descripciones y análisis. Problematiza renovaciones de las pedagogías críticas de la Educación que las hacen ir adelante de su perspectiva inicial, con una lectura fuerte influenciada por conceptos y problematizaciones de las macroeconomías. Con el objetivo de legitimar ese entendimento, se estabelece un diálogo con los autores que son referencias en la Educación, como Silva (2013), Moreira (1999), Apple, Au y Gandin (2011). Se concluye que por la falta de claridad en lo que se dice a respecto a las fronteras que distinguen las pedagogías críticas de las pedagogías post críticas. Como opción potencialmente interesante en ese debate, sugerí la discución de la no pertinencia de la manutención de la clasificación que las difieren, intensificando a lucha contrapositiva a las más distintas formas de injusticias sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pedagogias críticas]]></kwd>
<kwd lng="pt"><![CDATA[pedagogias pós-críticas]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="en"><![CDATA[critical pedagogies]]></kwd>
<kwd lng="en"><![CDATA[post-critical pedagogies]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="es"><![CDATA[pedagogías críticas]]></kwd>
<kwd lng="es"><![CDATA[pedagogías post críticas]]></kwd>
<kwd lng="es"><![CDATA[currículum]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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