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This chapter examines some of the most obvious difficulties around critical theory, which lead to its failure to impose itself as a new hegemonic cultural theory. It also dissects the role of leading critical educators in resolving blatant contradictions within the critical platform itself. In this particular, I place certain quadrants of the counter-hegemonic educational platform in the route of ‘epistemicide’ denounced by Sousa Santos (2014), and inserted in the great terrain of Western Eurocentric Modernity. I argue that the social construction carried out by neoliberal policies is a very short blanket to explain ‘the problems’ of critical theory and pedagogy. I argue that critical and post all approaches, despite significant conquests, show clear insufficiencies and were incapable of stopping the mass production of ‘Occidentotics’ and smashing curriculum ‘mechanotics’. I examine how the struggle between dominant and counter dominant educational and curriculum movements created what an ‘involution’ (Gil, 2009), a state of regression, paving the way for a theoricide a lethal devise aimed to perpetuate a chirurgical epistemological cleansing. I end arguing for the need for curriculists and curricologos to lead the just struggle against the epistemicide. In order to do that it is crucial to keep working within an itinerant educational and curriculum theory and pedagogy of society -ICT (Paraskeva, 2016) champion non-relativist dialogues between the global north and south and within the north and south (Santos, 2014). Key-words: Curriculum. Critical Theory. Theoricide. 1 In gratitude to the doctoral students of the Education Leadership and Policy Studies program at UMass Dartmouth. Also, a word of thanks to Liz JANSON They all alone know why. 59 Linguagens, Educação e Sociedade, Teresina, Ano 24, n. 41, jan./abr. 2019. Revista do Programa de PósGraduação em Educação da UFPI | ISSN 2526-8449 (Eletrônico) 1518-0743 (Impresso) RESUMEN Este capítulo examina algunas de las dificultades más obvias en torno a la teoría crítica, que llevan a su fracaso para imponerse como una nueva teoría cultural hegemónica. También analiza el papel de los principales educadores críticos en la resolución de contradicciones flagrantes dentro de la propia plataforma crítica. En este particular, coloco ciertos cuadrantes de la plataforma educativa contra hegemónica en la ruta de "epistemicida" denunciada por Sousa Santos (2014), e insertada en el gran terreno de la Modernidad Eurocéntrica Occidental. Sostengo que la construcción social llevada a cabo por las políticas neoliberales es una manta muy corta para explicar "los problemas" de la teoría crítica y la pedagogía. Sostengo que los enfoques críticos y posteriores a todos, a pesar de las importantes conquistas, muestran claras deficiencias y fueron incapaces de detener la producción masiva de 'Occidentotics' y el currículo aplastante 'mecanotics'. Examiné cómo la lucha entre los movimientos educativos y curriculares dominantes y contrarios fue lo que creó una "involución" (Gil, 2009), un estado de regresión, que allanó el camino para un teorema, un dispositivo letal destinado a perpetuar una limpieza epistemológica quirurgica. Termino argumentando la necesidad de que los curriculistas y los curricólogos lideren la lucha justa contra el epistemicida. Para hacer eso, es crucial seguir trabajando dentro de una pedagogía y una pedagogía de la sociedad, curricular e itinerante, la ICT (Paraskeva, 2016) defiende diálogos no relativistas entre el norte y el sur globales y en el norte y el sur (Santos, 2014). Palabras-clave: Currículo. Teoria Crítica. Teoricídio. THE GREAT REGRESSION I suggest that we learn to think about capitalism coming to an end without assuming responsibility for answering the question of what one proposes to put in its place. (STREECK, 2014, pág. 44). Once upon a time, a cook decided to gather all the birds in the world and asked the birds what kind of seasoning that they would like to be marinated in when they are cooked and eaten. The cooker was all of democracy, so it was claimed. One of the chickens replied that “we the birds don’t want to be eaten whatsoever period.” The cook replied “that is out of the question.” Democracy doesn’t go that far. This little story describes rather well the metaphor of our globalized world. The world is organized in such a way that we just have the right to choose the flavoring for us to be marinated in before being consumed. And, this world has been sold to all of us as a democratic world, that paradoxically the sovereignty of each nation is an object of museum. This little story, shared by Eduardo GALEANO (2010), is a vivid example of the sadism and brutality of late global capitalism, which makes capitalism, democracy, equality, freedom, and justice mutually exclusive realities and thus a divisive social issue. Let’s take a look to some features of our current momentum. Between 1900 and 1999, the US used 4,500 million tons of cement. Between 2011 and 2013 China consumed 6,500 million tons of cement. That is, in just 3 years China consumed 50% more cement than US consumed in the preceding century (HARVEY, 2016). 60 Linguagens, Educação e Sociedade, Teresina, Ano 24, n. 41, jan./abr. 2019. Revista do Programa de PósGraduação em Educação da UFPI | ISSN 2526-8449 (Eletrônico) 1518-0743 (Impresso) In the US, the top 0.1% has accumulated more wealth than the entire bottom 90%. With the advent of globalization, inequality becomes a global nightmare. Globalization globalized the few and localized the rest (BAUMAN, 1998). Global inequality is much greater than inequality within any individual country. In the U.S., in the summer 2017, in different states, for the first time in the history, a significant number of commercial places were prevented from taking off due to high temperatures between 123 and 125 degrees Fahrenheit, at a time when President Trump is walking away from Paris agreement. In the U.S., a kid drops out of school every 41 seconds, and the ‘school to prison pipeline’ became domesticated. In the U.S., in June 2014, student loan debt was approximately $1.3 trillion that affected 44 million borrowers who had an average outstanding loan balance of $37,172). What is shocking is that for much lower debt “the European Union and IMF promptly tore Greece apart. For comparable or lower sums, recession, austerity measures, personal sacrifice, unemployment, and poverty are imposed on the millions of citizens of indebt countries” (Lazzarato, 2015, p. 65). In Texas, one school district reinstates corporal punishment. Now students who misbehave in class will be paddled until they get better grades. They are now shipping paddles to their teachers to be used as corporal punishment when students misbehave (SMITH, 2017). Also, in the U.S., the shocking numbers of African Americans and minorities murdered by the police and incarcerated has become the ‘norm.’ In the U.S., the child poverty rate nearly doubled from 18% to 33%. In Brazil, the legacy of the Workers Party government for more than a decade, despite all the controversies, corruptions, accusations, and achievements, was not able to ‘avoid’ the political carnage. Two decades later, the same nation that elected Lula da Silva and Dilma Roussef, made a u-turn and elected a far-right former army captain Jair Bolsonaro. Venezuela. Hugo Chavez mythical leadership and conquests are on collapsing with Nicolas Maduro under constant attack both internally and externally. Aleppo, Bagdad, Benghazi, Srebrenica, Ruanda, Matabeleland, Crimea, the socalled war on drugs ‘in Mexico’, just to mention a few examples, reinforce a ‘subjectivity’ that should never have been constructed: immigrant, refugees. Massive waves of human beings, like never before, have the right to freedom and to escape war and hunger crumble the ‘welfare’ of the West. New York, Washington, Paris, London, Madrid, Brussels, Frankfurt, Istanbul, Cairo, bit by bit, the spectrum of ‘abnormality’ becomes domesticated. 61 Linguagens, Educação e Sociedade, Teresina, Ano 24, n. 41, jan./abr. 2019. Revista do Programa de PósGraduação em Educação da UFPI | ISSN 2526-8449 (Eletrônico) 1518-0743 (Impresso) Today, a terrorist attack may still make the headlines of major newspapers but sadly barely constitutes a surprise. Of all of the people in the world without access to safe water, almost 40% live in Africa; 589 million sub-Saharan Africans live without electricity and cook by burning whatever they can find. The expansion of West Bank settlements under every Israeli government became the ‘norm.’ Israel is probably the only nation in the world without fixed borders. To throw more ashes into the fire, just recently the US President Trump cavalierly recognized Jerusalem as the capital of Israel. The UK ‘bravely’ decided on ‘Brexit.’ They are done with the ‘other.’ What they ignore is that we all know that they have the privilege to ‘Brexit.’ As usual, ‘the other’ is disposable. Two years later, Brexit looks much more like ‘Nexit’ as it was not approved by British parliament yet. China decided to move towards the Beijing consensus’, a new politcal management of the economy, a ‘noveaux’ socialist political economy with Chinese characteristics (Enfu and Xiaoqin, 2017); in India, Modi’s elected government represents “a far right force with undeniable neo-fascist characteristics (Vanaik, 2018, p. 40). Despite such apocalyptic events in the West and beyond, the second decade of the 21 st century is creating the path for a far-right agenda to succeed as we can see in France, Germany, Austria, Belgium, the Netherlands, Hungary, and Finland. The ‘masses’ are placing their vote on candidates who insult people with disabilities, women, and people of color as well as unleashed an overt attack against immigrants. The error of casting the vote ‘just’ based on class, race, or gender dynamics persists. Welcome to the reign of low identity politics. Welcome to the

WHAT HAPPEN TO (CURRICULUM) CRITICAL THEORY? THE NEED TO GO ABOVE AND BEYOND NEOLIBERAL RAGE WITHOUT AVOIDING IT