<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592018000400979</article-id>
<article-id pub-id-type="doi">10.18593/r.v43i3.16459</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O diálogo crítico nas relações educativas imbricado aos movimentos de ação-reflexão]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical dialogue in educational relations imbricated to action-reflection movements]]></article-title>
<article-title xml:lang="es"><![CDATA[El diálogo crítico en las relaciones educativas imbricado a los movimientos de acción-reflexión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[André Luis Castro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Luciane Albernaz de Araujo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande (FURG) Programa de Pós-Graduação em Engenharia da Computação Programa de Pós-Graduação em Educação Ambiental]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal Sul-Rio-Grandense (IFSUL) Programa de Pós-Graduação em Educação e Tecnologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>3</numero>
<fpage>979</fpage>
<lpage>1000</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592018000400979&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592018000400979&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592018000400979&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  A partir de um estudo descritivo cr&#237;tico, fundamentado em uma pesquisa qualitativa, bibliogr&#225;fica, adensada pelo pensamento educacional de Paulo Freire, teve-se como inten&#231;&#227;o refletir sobre os pressupostos que demonstravam premente o exerc&#237;cio do di&#225;logo cr&#237;tico nas rela&#231;&#245;es educativas, bem como estudar a sua rela&#231;&#227;o com os movimentos de a&#231;&#227;o-reflex&#227;o diante dos desafios que enfrenta a escola contempor&#226;nea. Na primeira parte do texto, resgatam-se nas obras freirianas, as quais abordam o assunto, a import&#226;ncia do exerc&#237;cio do di&#225;logo, cuja raiz est&#225; na educa&#231;&#227;o popular, como rela&#231;&#227;o em que os seres humanos pronunciam e modificam o mundo. A partir dessa compreens&#227;o, esse mesmo mundo pronunciado volta-se problematizado aos sujeitos, gerando novas a&#231;&#245;es no contexto hist&#243;rico. Na segunda parte, aproxima-se a discuss&#227;o dos desafios vividos pelos seres humanos no momento contempor&#226;neo, em que tanto educadores quanto educandos est&#227;o tomados por fragmentos impostos pelos modelos de produ&#231;&#227;o e consumo vigentes. Nessas condi&#231;&#245;es, fez-se objetivo neste estudo elaborar aproxima&#231;&#245;es e distanciamentos entre a educa&#231;&#227;o popular e a educa&#231;&#227;o formal, fundamentados na raz&#227;o de que o educando aprende quando, pelo conhecimento cient&#237;fico trabalhado, ressignifica seus saberes do cotidiano e consegue gerar a&#231;&#245;es que venham a provocar transforma&#231;&#245;es no meio em que est&#225; inserido. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Based on a qualitative, bibliographical research, based on the educational thinking of Paulo Freire, the article aims to reflect on the presuppositions that demonstrate the exercise of critical dialogue in educational relations, as well as, to study its relation with the movements of action-reflection before the challenges faced by the contemporary school. In the first part of the text, it is taken up in the Freirian works, which address the subject, the importance of the exercise of dialogue, the root of which is in popular education, as a relation in which human beings pronounce and modify the world. From this understanding, this same pronounced world becomes problematize to the subjects, generating new actions in the historical context. In the second part, the discussion approaches the challenges lived by human beings in the contemporary moment in which both educators and students are taken by fragments imposed by the current models of production and consumption. Under these conditions, the purpose of the study is to elaborate approximations and distances between popular education and formal education, based on the reason that the learner learns when, through scientific knowledge, he reorganizes his everyday knowledge and is able to generate actions that may provoke transformations in the environment in which it is inserted.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  A partir de un estudio descriptivo cr&#237;tico, fundamentado en una investigaci&#243;n cualitativa, bibliogr&#225;fica, adensada por el pensamiento educativo de Paulo Freire, se tiene como intenci&#243;n reflexionar sobre los presupuestos que demuestren urgentemente el ejercicio del di&#225;logo cr&#237;tico en las relaciones educativas, as&#237; como, su relaci&#243;n con los movimientos de acci&#243;n-reflexi&#243;n ante los desaf&#237;os que enfrenta la escuela contempor&#225;nea. En la primera parte del texto, se retoma en las obras freirianas, las cuales abordan el asunto, la importancia del ejercicio del di&#225;logo, cuya ra&#237;z est&#225; en la educaci&#243;n popular, como relaci&#243;n en que los seres humanos pronuncian y modifican el mundo. A partir de esa comprensi&#243;n, ese mismo mundo pronunciado se vuelve problem&#225;tico a los sujetos, generando nuevas acciones en el contexto hist&#243;rico. En la segunda parte, se acerca la discusi&#243;n a los desaf&#237;os vividos por los seres humanos en el tiempo contempor&#225;neo en que tanto educadores y educandos est&#225;n tomados por fragmentos impuestos por los modelos de producci&#243;n y consumo vigentes. En estas condiciones, se hace objetivo del estudio elaborar acercamientos y distanciamientos entre la educaci&#243;n popular y la educaci&#243;n formal, fundamentado en la raz&#243;n de que el educando aprende cuando, por el conocimiento cient&#237;fico trabajado, re-significa sus saberes de lo cotidiano y logra generar acciones que vengan a provocar transformaciones en el medio en que est&#225; insertado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação popular]]></kwd>
<kwd lng="pt"><![CDATA[Educação formal]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo]]></kwd>
<kwd lng="pt"><![CDATA[Ação-reflexão.]]></kwd>
<kwd lng="en"><![CDATA[Popular education]]></kwd>
<kwd lng="en"><![CDATA[Formal education]]></kwd>
<kwd lng="en"><![CDATA[Dialogue]]></kwd>
<kwd lng="en"><![CDATA[Action-reflection.]]></kwd>
<kwd lng="es"><![CDATA[Educación popular]]></kwd>
<kwd lng="es"><![CDATA[Educación formal]]></kwd>
<kwd lng="es"><![CDATA[Diálogo]]></kwd>
<kwd lng="es"><![CDATA[Acción-reflexión.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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