<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782015000200501</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782015206111</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre a pedagogia legisladora e as pedagogias intérpretes]]></article-title>
<article-title xml:lang="en"><![CDATA[BETWEEN THE LEGISLATIVE PEDAGOGY AND INTERPRET PEDAGOGIES]]></article-title>
<article-title xml:lang="es"><![CDATA[ENTRE LA PEDAGOGÍA LEGISLADORA Y LAS PEDAGOGÍAS INTÉRPRETES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAMOZZATO]]></surname>
<given-names><![CDATA[VIVIANE CASTRO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>20</volume>
<numero>61</numero>
<fpage>501</fpage>
<lpage>520</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782015000200501&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782015000200501&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782015000200501&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Com base nas met&#225;foras do legislador (associado &#224; modernidade) e int&#233;rprete (associado &#224; p&#243;s-modernidade), discutidas por Zygmunt Bauman, este artigo problematiza alguns dos embates em torno dos significados da pedagogia, procurando mostrar os investimentos para legislar fundamentado nesse princ&#237;pio, e tamb&#233;m a opera&#231;&#227;o de interpretar com as pedagogias. O mote central encontra-se no fato de que as formas de demarcar, definir, cercar o conceito de pedagogia, relaciona-se com uma vontade que &#233; a de legislar sobre a sociedade e seus indiv&#237;duos. Com as fecundas transforma&#231;&#245;es que t&#234;m reconfigurado a sociedade e o estado da cultura, argumenta- -se que houve uma necessidade para que a pedagogia se adequasse a essas reconfigura&#231;&#245;es, atuando como int&#233;rprete da cultura &#8211; o que proporcionou, por sua vez, a pluralidade do conceito de pedagogia e das inten&#231;&#245;es que a atravessam.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Based on the legislator metaphors (associated with modernity) and interpreter (associated with post-modernity), discussed by Zygmunt Bauman, this paper brings up discussions about pedagogy's meanings, seeking to show the attempts to rule by pedagogy, and to interpret with the pedagogies. The key thematic is found in the fact that the ways to mark out, define and surround what pedagogy concept has to do with a will to rule society and its individuals. As deep changes have reshaped the society and culture state, we argue there is a need for pedagogy to fit in this reshaping, acting as a culture interpreter &#8211; and this enabled, by itself, the plurality of the pedagogy concept and the intentions of this crossing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Con base en las met&#225;foras del legislador (asociado a la modernidad) e int&#233;rprete (asociado a la posmodernidad) discutidas por Zygmunt Bauman, este art&#237;culo problematiza algunos de los embates en torno a los significados de la pedagog&#237;a, intentando mostrar las inversiones para legislar a partir de ella y, tambi&#233;n, la operaci&#243;n de interpretar con las pedagog&#237;as. El lema central se encuentra en el hecho de que las formas de demarcar, definir, cercar el concepto de pedagog&#237;a, se relaciona con una voluntad que es la de legislar sobre la sociedad y sus individuos. Con las fecundas transformaciones que han reconfigurado la sociedad y el estado de la cultura, se argumenta que ha habido una necesidad de que la pedagog&#237;a se adecuara a estas reconfiguraciones, actuando como int&#233;rprete de la cultura &#8211;lo que proporcion&#243;, por su vez, la pluralidad del concepto de pedagog&#237;a y de las intenciones que la cruzan.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[pós-modernidade]]></kwd>
<kwd lng="pt"><![CDATA[Bauman]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[post-modernity]]></kwd>
<kwd lng="en"><![CDATA[Bauman]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[posmodernidad]]></kwd>
<kwd lng="es"><![CDATA[Bauman]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<volume>25</volume>
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<source><![CDATA[O garoto selvagem]]></source>
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