摘要：Este trabalho é fruto das discussões realizadas na disciplina ofertada no Curso de Mestrado em Educação “A constituição do campo educacional: entre teorias e práticas” do Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal de Santa Maria (UFSM). O objetivo é apresentar algumas das principais teorias e conceitos desenvolvidos pelos teóricos em educação considerados da corrente crítico-reprodutivista. A pesquisa utilizada é qualitativa e se configura como uma revisão bibliográfica das principais obras dos autores franceses Louis Althusser, Cristian Baudelot e Roger Establet, Pierre Bourdieu e Jean-Claude Passeron; e dos norte-americanos Samuel Bowels e Hebert Gintis. Os apontamentos aqui apresentados visam contribuir tanto com os estudos dos conceitos desenvolvidos por cada um dos autores apresentados quanto dos conceitos que fundamentam a corrente crítico-reprodutivista.
其他摘要：This article aims to present the main theories and concepts developed by educational theorists considered from the critical-reproductive current. The research carried out has qualitative character and sets up as bibliographic revision elaborated by master students in education during the period of one semester of study about some of the main works of the French authors Louis Althusser, Cristian Baudelot and Roger Establet, Pierre Bourdieu and Jean-Claude Passeron and of the North Americans Samuel Bowels and Hebert Gintis. The issue of research started from the questioning: what would be the main concepts developed and defended by the main authors of the critical-reproductive current? We concluded that the investigative merit of the critical-reproductive current is based on the form of how these authors were able to relate the existence of a dominant socio-economic structure, which used school as socialization and perpetuation space of its dominance. Nevertheless, the critics to the critical-reproductive authors lies on the argument that they cannot, in their theories, present proposals that would modify the structures and models of dominance. Therefore, exists a theoretical limit in what concern the ability to view social change from the confirmation of unequal school structures. Even so, it is considered that the critical-reproductive authors notoriously contributed both for researches around the phenomenon of school massification and for the deconstruction of the myth that the guarantee to the access to school would guarantee the social success of the native individuals from, mostly, disadvantaged environment.
