<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782021000400114</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n59.11601</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PEDAGOGIAS DOS TERREIROS: AÇÕES DE ENSINO EDUCATIVO-SOCIAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGIES OF TERRACES: SHARES OF TEACHING EDUCATIONAL-SOCIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Rodrigo Lemos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bussoletti]]></surname>
<given-names><![CDATA[Denise Marcos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Ariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Gustavo Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[País: Rio Grande RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Secretaria Estadual de Educação do Mato Grosso  ]]></institution>
<addr-line><![CDATA[Rondonópolis MT]]></addr-line>
<country>Brasil</country>
</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>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782021000400114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782021000400114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782021000400114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Pedagogia Social, possibilita pensarmos os ensinos ocorridos em diferentes espaços. Ao recorrer a este argumento adenso as discussões que propõem a ideia de que todo e qualquer lugar é educativo, logo, que educar é sempre um jogo de relações, que para este artigo são da ordem do poder. As pedagogias sociais descritas neste texto foram observadas e debatidas, a partir das narrativas de quatro dirigentes de terreiros de Quimbanda. O objetivo deste foi investigar de que maneira as relações entre pedagogias e ensino do universo religioso afro-brasileiro são desenvolvidas em terreiros de Quimbanda da cidade do Rio Grande/RS, na contemporaneidade. Para produção deste artefato pedagógico recorri ao campo dos Estudos Culturais, nas suas vertentes pós-estruturalistas, enquanto base teórica tendo por estratégia metodológica a Investigação Narrativa, com uso de entrevistas individuais como ferramenta para produção dos dados e os olhares analíticos foram desenvolvidos a partir da Análise Cultural, possibilitada pela ação de categorização dos dados. Os atos educativos ou pedagógicos, são inerentes à existência dos sujeitos. Somos educados(as) tanto pelas ações dos(as) outros(as), quanto pelos reflexos das que promovemos, geradas em nossos espaços de convivência, decorrendo delas as nossas aprendizagens sociais. As relações de poder podem gerar inúmeros conflitos culturais, porém, é a partir deles que percebo possibilidades de produção de outros saberes, outras pedagogias que culminam na proliferação de múltiplas aprendizagens. Operacionalizar os conflitos produz tecnologias educativo-sociais que indicou pistas acerca dos modos de organização das instituições sociais que no educam, no caso os terreiros e suas pedagogias sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Social Pedagogy, makes you think about the teachings that have occurred in different spaces. To resort to this argument i condense discussions which propose the idea that every place is educational, soon, that raise is always a set of relations, which for this article are on the order of power. The social pedagogy described in this text have been observed and discussed, from the stories of four leaders of the terraces of Quimbanda. The aim of this was to investigate how the relationships between the religious universe education pedagogies and afrobrasileiro are developed in the terraces Quimbanda da cidade do Rio Grande/RS, in contemporary times. For production of this pedagogical artifact resorted to the field of Cultural Studies, poststructuralist aspects, while theoretical basis resulting in methodological research Narrative strategy, with use of personal interviews as a tool for the production of data and analytical looks were developed from the Cultural Analysis, made possible by the action of categorisation of data. Educational or pedagogical acts, are inherent in the existence of the subject. We are educated both by the actions of others, and the reflections of that we generated in our living spaces, running them our social learning. Power relations can generate numerous cultural conflicts, however, it is from them that i see possibilities for production of other knowledge, other pedagogies that culminate in the proliferation of multiple learnings. Operationalize conflict produces educational and social technologies which indicated any clues about the ways of organization of social institutions in the school, in case the terraces and their social pedagogy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia social]]></kwd>
<kwd lng="pt"><![CDATA[quimbanda]]></kwd>
<kwd lng="pt"><![CDATA[terreiros.]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[social pedagogy]]></kwd>
<kwd lng="en"><![CDATA[quimbanda]]></kwd>
<kwd lng="en"><![CDATA[terraces.]]></kwd>
</kwd-group>
</article-meta>
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