<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592019000200003</article-id>
<article-id pub-id-type="doi">10.18593/r.v44i2.16505</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relações entre gêneros na teorização curricular tradicional, crítica e pós-crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[Relations between genders in traditional, critical and post-critical curricular theorization]]></article-title>
<article-title xml:lang="es"><![CDATA[Relaciones entre géneros en la teorización curricular tradicional, crítica y post-crítica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Eleta de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Centro de Educação e Mestrado Profissional em Ensino de História Núcleo de Pesquisa em História da Educação e Ensino de História (NEPHEPE)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592019000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592019000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592019000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Esta pesquisa versa sobre as relações entre gênero e educação, nomeadamente sobre gênero e currículo, objetivando compreender o lugar ocupado pelas relações sociais de gênero na teorização curricular. Trata-se de uma investigação teórica que buscou apoio em três diferentes fases formadoras do campo de estudos sobre o currículo e do campo dos estudos de gênero. A pesquisa toma como objeto de análise os pressupostos da teorização curricular - tradicional, crítica e pós-crítica - em seus contextos de emergência e desenvolvimento, com vistas a identificar distanciamentos e aproximações entre currículo e gênero nesses estudos. Os resultados revelam que, embora o currículo escolar tenha sido desde sempre atravessado por relações entre os gêneros, tais relações estiveram ausentes da teorização tradicional ou não crítica em razão de sua vinculação ao paradigma da racionalidade técnico-científica e à consequente tese da neutralidade e objetividade do currículo. Estiveram ausentes também da fase inicial da teorização crítica, por sua centralidade na categoria classe social. Inserem-se no discurso curricular na segunda fase dessa teorização a partir do entendimento de que a cultura, como elemento constituído e constituinte de diferenças, também institui desigualdades, entre as quais se incluem as desigualdades de gênero. Assim, a teorização crítica, por meio da corrente da resistência, anuncia o atravessamento do currículo pelas diferenças de gênero e etnia, entre outras, aproximando-se da perspectiva multiculturalista. A teorização pós-crítica, ao atribuir centralidade à linguagem, aponta novas formas de olhar as relações entre gênero e educação, mais especificamente entre gênero e currículo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research deals with the relations between gender and education, especially on gender and curriculum, in order to understand the place occupied by gender social relations in curricular theorization. This is a theoretical research that sought support in three different phases that form the field of study on the curriculum and in the field of study gender. The research takes as an object of analysis the assumptions of curricular theorization - traditional, critical and post-critical - in its emergency and development contexts, with a view to identifying distances and approaches between curriculum and gender in these studies. The results show that although the school curriculum has always been crossed by gender relations, such relationships have been absent from traditional or non-critical theorization because of its linkage with the paradigm of technical-scientific rationality and the consequent thesis of the neutrality and objectivity of the curriculum. They were also absent from the initial phase of critical theorization, because of its centrality in the social class category. They are inserted in the curricular discourse in the second phase of this theorization based on the understanding that culture, as a constituted and constituent element of differences, is also an institution of inequalities, among which include gender inequalities. Thus, critical theorizing, through the resistance chain, announces the crossing of the curriculum by the differences of gender and ethnicity among others, approaching the multiculturalist perspective. Post-critical theorizing, by attributing centrality to language, points to new ways of looking at the relations between gender and education, more specifically between curriculum and gender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigación versa sobre las relaciones entre género y educación, especialmente sobre género y currículo, con el objetivo de comprender el lugar ocupado por las relaciones sociales de género en la teorización curricular. Se trata de una investigación teórica que buscó apoyo en tres diferentes fases formadoras del campo de estudios sobre el currículo y el campo de estudios de género. La investigación toma como objeto de análisis los presupuestos de la teorización curricular - tradicional, crítica y post-crítica - en sus contextos de emergencia y desarrollo, con miras a identificar distanciamientos y acercamientos entre currículo y género en esos estudios. Los resultados revelan que, aunque el currículo escolar ha sido siempre atravesado por relaciones entre los géneros, tales relaciones estuvieron ausentes de la teorización tradicional o no crítica en razón de su vinculación al paradigma de la racionalidad técnico-científica ya la consiguiente tesis de la neutralidad y objetividad del currículo. También estuvieron ausentes de la fase inicial de la teorización crítica, por su centralidad en la categoría social. Se inserta en el discurso curricular en la segunda fase de esta teorización a partir del entendimiento de que la cultura, como elemento constituido y constituyente de diferencias, es también instituyente de desigualdades, entre las que se incluyen las desigualdades de género. Así, la teorización crítica, a través de la corriente de la resistencia, anuncia el atravesamiento del currículo por las diferencias de género y etnia, entre otras, aproximándose a la perspectiva multiculturalista. La teorización post-crítica, al atribuir centralidad al lenguaje, apunta nuevas formas de mirar las relaciones entre género y educación, más específicamente, entre género y currículo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo e gênero]]></kwd>
<kwd lng="pt"><![CDATA[Gênero e educação]]></kwd>
<kwd lng="pt"><![CDATA[Teorização curricular.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum and gender]]></kwd>
<kwd lng="en"><![CDATA[Gender and education]]></kwd>
<kwd lng="en"><![CDATA[Curricular theorization.]]></kwd>
<kwd lng="es"><![CDATA[Currículo y género]]></kwd>
<kwd lng="es"><![CDATA[Género y educación]]></kwd>
<kwd lng="es"><![CDATA[Teorización curricular.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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