<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000100168</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i1p168-183</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PEDAGOGIA DO OPRIMIDO - UM LEGADO GENEROSO E ESPERANÇOSO]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGY OF THE OPPRESSED - A GENEROUS AND HOPEFUL LEGACY]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MADERS]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BARCELOS]]></surname>
<given-names><![CDATA[Valdo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>168</fpage>
<lpage>183</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000100168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000100168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000100168&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo principal fazer uma reflexão sobre a contribuição e a atualidade, para a educação brasileira, do clássico Pedagogia do Oprimido, de Paulo Reglus Neves Freire (1921-1997). Com Pedagogia do Oprimido, Freire fez um exercício intelectual fundamental: partiu da busca do entendimento da realidade vivida para construir a realidade sonhada. Sintetizou esse exercício ao dizer que a realidade não é assim, está assim. Mais uma vez, a atualidade de Pedagogia do Oprimido soa como um clamor a todos(as) que não se conformaram com as injustiças e &#8220;malvadezas&#8221; de grande parte das elites brasileiras. Freire nunca se deixou abater e apostou na esperança como força revolucionária e libertadora. A esperança em Freire não é uma esperança van. É um compromisso com a história vivida pelas &#8220;gentes&#8221; do Brasil. Essa esperança se fundamenta na crença de que homens e mulheres são seres &#8220;inconclusos&#8221; e, como tal, em permanente transformação de si e das suas realidades. Para Freire, a história é uma construção inacabada. Essa é uma das diferenças fundamentais entre uma educação &#8220;bancária&#8221; e uma educação problematizadora e libertadora. Enquanto a primeira busca a acomodação, a repetição; a segunda busca a reflexão, a ação, a problematização das dificuldades, a superação das barreiras interpostas por uma dada realidade. A superação dessas barreiras é o primeiro passo para a superação dos limites e realização do &#8220;inédito-viável&#8221; que propõe Freire.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article has as its main goal to reflect on the contribution and the present situation, for the Brazilian education, of the classic Pedagogy of the Oppressed from Paulo Reglus Neves Freire (1921-1997). With Pedagogy of the Oppressed Freire does a fundamental intellectual exercise: he went from the search of understanding the living reality to building the dreamed reality. He synthesized this exercise by stating that the reality is not settled, that it is a state of the moment. Once again, the sense of present time of Pedagogy of the Oppressed sounds as a calling to all of those who did not resign themselves to the injustices and the &#8220;meanness&#8221; of great part of the Brazilian elite. Freire never let himself to be put off and he bet on the hope as a revolutionary and freeing form of strength. The hope on Freire is not an empty hope. It is a commitment with the history lived by the Brazilian people. This hope is based on the belief that men and women are not complete beings, and so they are in permanent transformation of themselves and their realities. To Freire, the history is a non-ending construction.This is one of the fundamental differences between a &#8220;banking&#8221; education and a freeing and problematizing education. While the first one seeks for settling and repetition, the second one seeks for reflection, action, problematization of difficulties, overcoming barriers set by a certain reality. The overcoming of these barriers is the first step to overcoming the limits and realization of the &#8220;unprecedented-viable&#8221;, which Freire proposes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia do Oprimido]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[Realidade]]></kwd>
<kwd lng="pt"><![CDATA[Esperança]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of the Oppressed]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Reality]]></kwd>
<kwd lng="en"><![CDATA[Hope]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
