WHAT HAPPEN TO (CURRICULUM) CRITICAL THEORY? THE NEED TO GO ABOVE AND BEYOND NEOLIBERAL RAGE WITHOUT AVOIDING IT
DOI:
https://doi.org/10.26694/les.v0i41.8743Palavras-chave:
Currículo, Teoria Crítica, TeoricídioResumo
Este capítulo examina algumas dificuldades mais óbvias em torno da teoria crítica, que levam à sua incapacidade de se impor como uma nova teoria cultural hegemônica. Investiga também, o papel dos principais educadores críticos na resolução de contradições flagrantes dentro da própria plataforma crítica. Assim sendo, coloco certos quadrantes da plataforma educacional contra hegemônica na rota do "epistemicídio" denunciada por Sousa Santos (2014), inserida no grande terreno da modernidade eurocêntrica ocidental. Argumenta que a construção social, realizada pelas políticas neoliberais, é um cobertor muito curto para cobrir 'os problemas' da teoria crítica e da pedagogia. Defende que as abordagens críticas posteriores, apesar das conquistas significativas mostram insuficiências claras, sendo incapazes de impedir a produção massiva de "Ocidentóticos" e esmagar os "mecanóticos" do currículo. Aponta como a luta entre movimentos educacionais e curriculares dominantes e contradominantes criou uma "involução" (GIL, 2009), um estado de regressão abrindo o caminho para o teoricídio, um legado fatal destinado a perpetuar uma limpeza epistemológica cirúrgica. Conclui defendendo a necessidade de curriculistas e curricólogos para liderarem a luta justa contra o epistemicídio. Para tanto, é decisivo continuar trabalhando em teorias e pedagogias itinerantes da sociedade - ICT - (PARASKEVA, 2016), defendendo diálogos não relativistas entre o norte e o sul globais, no Norte e no Sul (SANTOS, 2014).
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