<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2018000401086</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.059.ds05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O logos freireano: os paradoxos da palavra que quebra o silêncio e liberta]]></article-title>
<article-title xml:lang="en"><![CDATA[The freirean logos: the paradoxes of the word that breaks the silence and frees]]></article-title>
<article-title xml:lang="es"><![CDATA[El logos freireano: las paradojas de la palabra que rompe el silencio y libera]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquida]]></surname>
<given-names><![CDATA[Peri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Akkari]]></surname>
<given-names><![CDATA[Abdeljalil]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Université de Genève  ]]></institution>
<addr-line><![CDATA[Genève ]]></addr-line>
<country>Suíça</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>59</numero>
<fpage>1086</fpage>
<lpage>1109</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000401086&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000401086&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000401086&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Por quase cinco séculos, a maioria das descobertas científicas e tecnológicas foi feita em países europeus ou sob controle europeu. Mas, esta supremacia, que tem sido de curta duração quando se leva em conta a história humana, ocorreu no contexto das relações coloniais dominantes entre a Europa e o resto do mundo. A supremacia europeia na produção de conhecimento foi, no entanto, enfraquecida pela descolonização e pelo inacabado movimento de minorias culturais pela igualdade. No campo da educação e da pedagogia, Paulo Freire deu uma contribuição fundamental. Por isso mesmo, nenhum livro sobre educação naquele que chamamos Mundo da Maioria pode deixar de se referir à obra de Paulo Freire, seja assumindo seu pensamento filosófico, social e pedagógico, seja criticando. Tanto o autor da Pedagogia do oprimido, quanto sua equipe estiveram no centro de muitas discussões pedagógicas em todo o mundo. A interpretação de seu legado varia de acordo com o contexto em que ocorre. Na Europa, Freire é mais conhecido por seu método de alfabetização de adultos. Nos EUA, os teóricos críticos da sociologia e da educação usaram vários conceitos freirianos para abordar as desigualdades educacionais (APPLE, 1996; GIROUX, 1997; MCLAREN, 1997). Na América Latina e em outros países do Terceiro Mundo, o principal ponto de interesse está centrado no valor sócio-político da pedagogia de Freire (LOIOLA e BORGES, 1996; NÓVOA, 1996). Pretendemos neste artigo discutir sobre os aspectos da teoria de Freire que estiveram presentes, ou podem se fazer presentes nas reformas educacionais no Mundo da Maioria. Em algumas seções deste artigo mostraremos os paradoxos da palavra que silencia e da palavra que quebra o silêncio. Em primeiro lugar, argumentamos que os estudiosos da educação comparada não entenderam com clareza a teoria da educação de Freire para diferenciar escolaridade e educação. Na segunda seção, examinamos as ideias de Freire na prática. Examinamos o poder da abordagem de alfabetização freireana, na terceira seção e, na quarta, concluímos com a sugestão de algumas proposições para construir uma educação crítica baseada na herança pedagógica de Freire.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract For nearly five centuries, most of the scientific and technological breakthroughs were made in European countries or under European control. But this supremacy, which has been short-lived when human history is taken into account, occurred in the context of the dominant colonial relations between Europe and the rest of the world. European supremacy in the production of knowledge was, however, weakened by decolonization and the unfinished movement of cultural minorities for equality. In the field of education and pedagogy, Paulo Freire made a fundamental contribution. For this reason, no book on education in what we call World of Majority cannot refer to the work of Paulo Freire, be it taking its philosophical, social and pedagogical thinking or criticizing it. Writing about Paulo Freire is difficult challenge. Both the author and his theory have been at the center of many pedagogical discussions around the world. Interpretation of his legacy varies according to the context in which it takes place. In Europe, Freire is better known for his method of literacy training used in adult education. In the United States, critical theorists have used several Freirian concepts to address educational inequalities (APPLE, 1996; GIROUX, 1997; MCLAREN, 1997). In Latin America and other Third World countries, the main point of interest centers around the socio-political value of Freire&#8217;s pedagogy (LOIOLA and BORGES, 1996; NÓVOA, 1996). The goals of this paper are to explore aspects of Freire&#8217;s theory that might inform educational reforms in the Majority World. In some sections of this paper, we will show the paradoxes of the word that silences and the word that breaks the silence. In the first section, we argue that scholars of comparative education did not understand the Freire&#8217;s theory in order to differentiate between schooling and education. In the second section, we look at Freire&#8217;s ideas in practice. We examine the power of Freire&#8217;s approach to literacy in the third section. In the fourth section, we conclude by suggesting some propositions to build a critical education based on Freire&#8217;s pedagogical heritage.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Durante casi cinco siglos, la mayoría de los descubrimientos científicos y tecnológicos se hicieron en países europeos o bajo control europeo. Pero esta supremacía, que ha sido de corta duración cuando se tiene en cuenta la historia humana, ocurrió en el contexto de las relaciones coloniales dominantes entre Europa y el resto del mundo. La supremacía europea en la producción de conocimiento fue, sin embargo, debilitada por la descolonización y el continuado movimiento de minorías culturales por la igualdad. En el campo de la educación y la pedagogía, Paulo Freire dio una contribución fundamental. Por eso mismo, ningún libro sobre educación en el que llamamos Mundo de la Mayoría, puede dejar de referirse a la obra de Paulo Freire, sea asumiendo su pensamiento filosófico, social y pedagógico, sea criticando. Tanto el autor de la Pedagogía del oprimido, como su equipo estuvieron en el centro de muchas discusiones pedagógicas en todo el mundo. La interpretación de su legado varía de acuerdo con el contexto en que ocurre. En Europa, Freire es más conocido por su método de alfabetización de adultos. En los Estados Unidos, los teóricos críticos de la sociología y la educación, utilizaron varios conceptos freireanos para abordar las desigualdades educativas (Apple, 1996, Giroux, 1997, McLaren, 1997). En América Latina y en otros países del Mundo de la Mayoría, el principal punto de interés está centrado en el valor socio-político de la pedagogía de Freire (Loiola y Borges, 1996; Nóvoa, 1996). Pretendemos en este artículo discutir sobre los aspectos de la teoría de Freire que estuvieron presentes, o pueden hacerse presentes en las reformas educativas en el Mundo de la Mayoría. En algunas secciones de este artículo colocaremos en destaque de forma más contundente las paradojas de la palabra que silencia y de la palabra que rompe el silencio. En primer lugar, argumentamos que los estudiosos de la educación comparada no entendieron con claridad la teoría de la educación de Freire para diferenciar la escolaridad y la educación. En la segunda sección, examinamos las ideas de Freire en la práctica y su pedagogia de la palabra. Examinamos el poder del enfoque de alfabetización freireana, en la tercera sección y, en la cuarta seccción, concluimos sugiriendo algunas proposiciones para construir una educación crítica basada en la herencia pedagógica de Freire.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia freireana]]></kwd>
<kwd lng="pt"><![CDATA[Paradoxos]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Mundo da maioria]]></kwd>
<kwd lng="en"><![CDATA[Freirean pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Paradoxes]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Majority world]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía freireana]]></kwd>
<kwd lng="es"><![CDATA[Paradojas]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Mundo de la mayoría]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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