<?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>S2177-60592019000100003</article-id>
<article-id pub-id-type="doi">10.18593/r.v44i1.15451</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogia decolonial e educa&#231;&#227;o de jovens, adultos e idosos no contexto de uma sociedade racializada]]></article-title>
<article-title xml:lang="en"><![CDATA[Decolonial pedagogy and youth, adults and elderly education in the context of a racialized society]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogía decolonial y educación de jóvenes, adultos y ancianos en el contexto de una sociedad racializada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lucini]]></surname>
<given-names><![CDATA[Marizete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana]]></surname>
<given-names><![CDATA[Leyla Menezes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe Grupo Educação, História e Interculturalidade ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<fpage>e15451</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592019000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592019000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592019000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  O presente artigo objetiva apresentar reflex&#245;es assentadas no &#226;mbito da pedagogia decolonial como contribui&#231;&#245;es insurgentes &#224;s pr&#225;ticas pedag&#243;gicas da educa&#231;&#227;o de jovens, adultos e idosos. Fruto de reflex&#245;es te&#243;ricas e pedag&#243;gicas, o caminho aqui delineado, &#224; luz da fenomenologia hermen&#234;utica, percorre os tensionamentos que o ensino na Educa&#231;&#227;o de Jovens e Adultos (EJA) experimenta em rela&#231;&#227;o &#224;s suas formas colonizadoras, em uma sociedade marcadamente racializada, mas tamb&#233;m estabelece rela&#231;&#227;o com as pr&#225;ticas pedag&#243;gicas vivenciadas por alfabetizadoras populares que, fixadas na realidade do campo, foram se constituindo e se reconhecendo como agentes de transforma&#231;&#227;o ao se relacionarem com a educa&#231;&#227;o e se engajarem comunitariamente para que jovens, adultos e idosos alcan&#231;assem a habilidade de ler e escrever. Essa din&#226;mica era vivenciada a partir de um movimento de constru&#231;&#227;o, reflex&#227;o e reconstru&#231;&#227;o cont&#237;nuos do ato educativo, com o deslocamento opress&#227;o/liberta&#231;&#227;o, cuja principal exig&#234;ncia era a tomada de consci&#234;ncia que se realizava comunitariamente e a partir de um salto cr&#237;tico. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to present reflections based on decolonial pedagogy as insurgent contributions to the pedagogical practices of the education of young people, adults and the elderly. As a result of theoretical and pedagogical reflections, the path outlined here, in the light of the phenomenological hermeneutics, goes through the tensions that teaching in Youth and Adult Education (YAE) experiences in relation to its colonized forms, in a markedly racialized society, but also establishes relationship with pedagogical practices lived by rural female literacy teachers who, established themselves in the countryside reality, were becoming and recognizing themselves as agents of transformation during the relational educational process, when community engaged to develop reading and writing skills of young people, adults and the elderly. This dynamics was experienced from a constant movement of construction, reflection and continuous reconstruction of the educational act, doing a displacement of oppression/liberation, whose main demand was the awareness that was given in a communitarian context during a critical breakthrough.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente art&#237;culo tiene como objetivo presentar reflexiones asentadas en el &#225;mbito de la pedagog&#237;a decolonial como contribuciones insurgentes a las pr&#225;cticas pedag&#243;gicas de la educaci&#243;n de j&#243;venes, adultos y ancianos. Fruto de reflexiones te&#243;ricas y pedag&#243;gicas, el camino aqu&#237; delineado, a la luz de la fenomenol&#243;gia hermen&#233;utica, recorre los tensos que la ense&#241;anza en la Educaci&#243;n de J&#243;venes y Adultos (EJA) experimenta en relaci&#243;n a sus formas colonizadoras, en una sociedad marcadamente racializada, pero tambi&#233;n establece relaci&#243;n con las pr&#225;cticas pedag&#243;gicas vivenciadas por alfabetizadoras populares que, fijadas en la realidad del campo, se fueron constituyendo y reconociendose como agentes de transformaci&#243;n al relacionarse con la educaci&#243;n y al involucrarse comunitariamente para que j&#243;venes, adultos y ancianos alcanzasen la habilidad de leer y escribir. Esta din&#225;mica ha sido vivida a partir de un movimiento constante de construcci&#243;n, reflexi&#243;n y reconstrucci&#243;n continua del acto educativo, con el desplazamiento opresi&#243;n/liberaci&#243;n, cuya principal exigencia era la toma de conciencia que se daba comunitariamente y a partir de un salto cr&#237;tico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia decolonial. Educação de Jovens]]></kwd>
<kwd lng="pt"><![CDATA[Adultos e Idosos. Ensino decolonizado.]]></kwd>
<kwd lng="en"><![CDATA[Decolonial pedagogy. Youth]]></kwd>
<kwd lng="en"><![CDATA[Adults and the Elderly Education. Decolonized teaching.]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía decolonial. Educación de Jóvenes]]></kwd>
<kwd lng="es"><![CDATA[Adultos y Ancianos. Enseñanza decolonizada.]]></kwd>
</kwd-group>
</article-meta>
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<publisher-name><![CDATA[7 Letras]]></publisher-name>
</nlm-citation>
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