<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000400031</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.62080</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PAULO FREIRE E MARTIN-BARÓ, CAMINHOS CRUZADOS: Um ensaio de compreensão sobre consciência e educação]]></article-title>
<article-title xml:lang="en"><![CDATA[PAULO FREIRE AND MARTIN-BARÓ, PATHS CROSSED: An Understanding Essay on Consciousness and Education]]></article-title>
<article-title xml:lang="es"><![CDATA[PAULO FREIRE Y MANTIN -BARÓ, CAMINOS CRUZADOS: Una prueba de comprensión de conciencia y educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Ruth Maria de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Valeska Mariano de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>67</numero>
<fpage>31</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000400031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000400031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000400031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo traz o complexo categorial de Paulo Freire, destacando sua influência nos estudos de Martín-Baró, buscando evidenciar a contribuição de tais fundamentos na objetivação de atividades educativas voltadas ao adolescente na escola pública, considerando a consciência como norte. Nesse sentido, intentamos revisitar obras dos autores referidos, as quais são pertinentes ao cerne de nossa questão central. Com efeito, os lineamentos teóricos freirianos da Pedagogia do Oprimido são examinados no contexto da práxis psicológica pensada por Martin-Baró. Ademais, o artigo intitulado, além de estudos que tratem da questão do adolescente como sujeito social e historicamente mediado são a bússola para analisar as categorias consciência6 e conscientização no que se refere a práxis. Iluminados pela ontologia marxiana e nos apoiando em Vigotski, Leontiev, Montero, Lane e Góis, buscamos trazer uma perspectiva do desenvolvimento humano, em particular, a adolescência, identificando limites e possibilidades do quefazer da psicologia e da educação; diante da relação de opressão vivida pelo homem no contexto do antagonismo entre capital e trabalho.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article brings Paulo Freire categorical complex, highlighting his influence on Martín-Baró studies, seeking to highlight the contribution of such foundations in the objectification of educational activities aimed at adolescents in public schools, considering consciousness as the north. In this sense, we intend to revisit works by the authors, which are pertinent to the core of our central question. Indeed, the theoretical guidelines of Freire's Pedagogy of the Oppressed are examined in the context of the psychological praxis thought of by Martin-Baró. Furthermore, the article entitled, in addition to studies that deal with the issue of the adolescent as a socially and historically mediated subject, are the compass to analyze the categories of conscience and awareness regarding praxis. Illuminated by Marxian ontology and relying on Vygotski, Leontiev, Montero, Lane and Góis, we seek to bring a perspective of human development, particularly adolescence, identifying limits and possibilities for what to do in psychology and education; facing the oppressive relationship experienced by man in the context of the antagonism between capital and labor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo trae el complejo categórico de Paulo Freire, destacando su influencia en los estudios de Martín-Baró, buscando resaltar el aporte de tales fundamentos en la objetivación de las actividades educativas dirigidas a los adolescentes en las escuelas públicas, considerando la conciencia como el norte. En este sentido, pretendemos volver a visitar los trabajos de los autores mencionados, que son pertinentes al núcleo de nuestra pregunta central. En efecto, los lineamientos teóricos de la Pedagogía del Oprimido de Freire se examinan en el contexto de la praxis psicológica pensada por Martin-Baró. Además, el artículo titulado, además de los estudios que abordan el tema del adolescente como sujeto mediado social e históricamente, son la brújula para analizar las categorías de conciencia y conciencia en relación con la praxis. Iluminados por la ontología marxista y apoyándonos en Vygotski, Leontiev, Montero, Lane y Góis, buscamos traer una perspectiva del desarrollo humano, en particular la adolescencia, identificando límites y posibilidades de qué hacer en psicología y educación; frente a la relación opresiva que vive el hombre en el contexto del antagonismo entre capital y trabajo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[consciência]]></kwd>
<kwd lng="pt"><![CDATA[psicologia]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="en"><![CDATA[conscience]]></kwd>
<kwd lng="en"><![CDATA[psychology]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="es"><![CDATA[conciencia]]></kwd>
<kwd lng="es"><![CDATA[psicología]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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