<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012023000100229</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v44i1.65423</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A recepção do pensamento de Deleuze, Guattari e Deleuze-Guattari na pesquisa educacional brasileira: décadas iniciais]]></article-title>
<article-title xml:lang="es"><![CDATA[La recepción del pensamiento de Deleuze y Deleuze-Guattari en la investigación educativa brasileña]]></article-title>
<article-title xml:lang="en"><![CDATA[The reception of Deleuze and Deleuze-Guattari's thought in brazilian educational research: early decades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vinci]]></surname>
<given-names><![CDATA[Christian Fernando Ribeiro Guimarães]]></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 São Paulo]]></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>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100229&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O artigo em questão almeja apresentar um breve panorama dos movimentos de difusão e apropriação do pensamento de Gilles Deleuze (1925-1995) no campo das pesquisas em Educação, levando em consideração tanto sua obra individual quanto aquela escrita em parceria com Félix Guattari (1930-1992), contextualizando os distintos momentos do processo de recepção do pensamento desses autores e considerando unicamente as suas décadas iniciais (1980-2000). Para tanto, procedemos com a análise de um extenso arquivo bibliográfico compilado ao longo de nossa pesquisa de mestrado e doutorado, levando em consideração o início da recepção desses autores na década de 1980, integrando o grupo de teóricos &#8216;pós&#8217; - pós-crítico, pós-estruturalista ou pós-modernos -, até a autonomização das pesquisas deleuzianas e/ou deleuzo-guattarianas na década de 2000, quando do surgimento de uma preocupação com questões de cunho metodológico no interior desses estudos. Defendemos não ser possível compreender o modo como se deu a recepção do pensamento deleuziano, guattariano e deleuzo-guattariano no campo educacional sem levarmos em consideração certos contextos maiores, como aquele instaurado com a crise do paradigma crítico na década de 1980, e entendemos que as pesquisas em educação que se filiam ao diapasão teórico da &#8216;Filosofia da diferença&#8217; adquirem proeminência e autonomia apenas quando se recusam a combater o paradigma crítico e passam a construir ferramentas metodológicas próprias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El artículo en cuestión pretende presentar un breve recorrido por los movimientos de difusión y apropiación del pensamiento de Gilles Deleuze en el campo de la investigación en Educación, teniendo en cuenta tanto su obra individual como la escrita en colaboración con Félix Guattari, contextualizando los diferentes momentos de este proceso de recepción en Brazil. Procederemos al análisis de un extenso archivo recopilado durante nuestras investigaciones de maestría y doctorado, teniendo en cuenta el inicio de la recepción de estos autores en la década de 1980, cuando pasaron a formar parte del grupo de &#8216;post&#8217; -teóricos de posgrado-críticos, postestructuralistas o posmodernos-, hasta el empoderamiento de la investigación deleuziana, guattariana y/o deleuzo-guattariana en la década de 2000, cuando surgió una preocupación por cuestiones metodológicas dentro de estos estudios. Argumentamos que no es posible entender cómo fue recibido el pensamiento deleuziano, guattariano y deleuzo-guattariano en el campo educativo sin tener en cuenta ciertos contextos más amplios, como el que se instaura con la crisis del paradigma crítico en la década de 1980, y entendemos que Las investigaciones en educación que se adhieren al marco teórico de la Filosofía de la Diferencia adquieren protagonismo y autonomía sólo cuando se niegan a combatir el paradigma crítico y comienzan a construir sus propias herramientas metodológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The article in question aims to present a brief overview of the movements of diffusion and appropriation of the thought of Gilles Deleuze (1925-1995) in the field of educational research in Brazil. This considers both his individual work and that written in collaboration with Félix Guattari (1930-1992), contextualizing the different moments of the reception process of these authors' ideas and considering solely their early decades (1980-2000). To achieve this, we proceed with the analysis of an extensive bibliographic archive compiled throughout our master's and doctoral research. We consider the beginning of the reception of these authors in the 1980s, integrating them into the group of 'post' theorists - post-critical, post-structuralist, or post-modern - until the automatization of deleuzian and/or Deleuze-Guattarian research in the 2000s. During this time, a concern for methodological issues emerged within these studies. We argue that understanding the way the Deleuzian, Guattarian, and Deleuze-Guattarian thought was received in the educational field requires taking into account certain broader contexts, such as the one established by the crisis of the critical paradigm in the 1980s. We also understand that educational research aligned with the theoretical diapason of the 'Philosophy of Difference' gains prominence and autonomy only when it stops fighting the critical paradigm and starts constructing its own methodological tools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gilles Deleuze]]></kwd>
<kwd lng="pt"><![CDATA[Félix Guattari]]></kwd>
<kwd lng="pt"><![CDATA[filosofia da educação]]></kwd>
<kwd lng="pt"><![CDATA[método científico]]></kwd>
<kwd lng="pt"><![CDATA[difusão científica]]></kwd>
<kwd lng="es"><![CDATA[Gilles Deleuze]]></kwd>
<kwd lng="es"><![CDATA[Félix Guattari]]></kwd>
<kwd lng="es"><![CDATA[filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[método científico]]></kwd>
<kwd lng="es"><![CDATA[divulgación científica]]></kwd>
<kwd lng="en"><![CDATA[Gilles Deleuze]]></kwd>
<kwd lng="en"><![CDATA[Félix Guattari]]></kwd>
<kwd lng="en"><![CDATA[educational philosophy]]></kwd>
<kwd lng="en"><![CDATA[cientific method]]></kwd>
<kwd lng="en"><![CDATA[science popularization]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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