<?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>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432014000200012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogias do presente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camozzato]]></surname>
<given-names><![CDATA[Viviane Castro]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,Universidade Estadual do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<volume>39</volume>
<numero>02</numero>
<fpage>573</fpage>
<lpage>593</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432014000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432014000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432014000200012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo é problematizar as transformações no estado da cultura e, principalmente, suas repercussões no conceito de pedagogia. Procura-se discutir o quanto essas transformações têm sido elementos importantes nas flexões da pedagogia, fazendo com que seja pluralizada em sua denominação e em seus espaços de atuação. Parte-se da hipótese de que a pedagogia procura responder às exigências que cada tempo coloca para a produção de tipos de sujeitos que lhe correspondam, levando adiante o mundo em que vivem. O argumento é sobre o que é denominado de pedagogias do presente: ou seja, pedagogias que se organizam e funcionam num processo de atualização e reconfiguração constantes. As pedagogias parecem atuar para forjar os sujeitos do presente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The aim of this work is to problematise changes in culture and, chiefly, its effects in pedagogy concept. We have sought to discuss the effect of these changes to pedagogies as a way to pluralise its meanings and action spaces. We have drawn on the hypothesis that the pedagogy seeks to fulfil demands for shaping subjects for the world to keep as it is. The argument is about what is called current pedagogies: that is, pedagogies that are organised and work in a process of constant reshaping and updating. Pedagogies seem to act to forge present subjects.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogias do Presente]]></kwd>
<kwd lng="pt"><![CDATA[Transformações Culturais]]></kwd>
<kwd lng="pt"><![CDATA[Estudos Culturais]]></kwd>
<kwd lng="en"><![CDATA[Current Pedagogies]]></kwd>
<kwd lng="en"><![CDATA[Cultural Changes]]></kwd>
<kwd lng="en"><![CDATA[Cultural Studies]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Pedagogias  do presente.</h2> <h3>Pedagogies of current times.</h3>     <p>&nbsp;</p> <h4>Viviane Castro Camozzato</h4> </font>      ]]></body><back>
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</article>
