<?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>S2177-60592020000100525</article-id>
<article-id pub-id-type="doi">10.18593/r.v45i.23948</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pedagogia crítica e emancipatória/libertadora de inspiração freireana]]></article-title>
<article-title xml:lang="en"><![CDATA[Freire&#8217;s critical and emancipatory pedagogy]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogía crítica y emancipadora inspirada en Freire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Akkari]]></surname>
<given-names><![CDATA[Abdeljalil]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquida]]></surname>
<given-names><![CDATA[Peri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Genebra Suíça ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592020000100525&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592020000100525&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592020000100525&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[  Resumo As ondas de refugiados migrados de diversas partes do mundo para a Europa, mas também para os Estados Unidos e para o Brasil, neste caso originários da Venezuela, em particular, e a forma como são tratados nos países que os &#8220;acolhem&#8221; nos motivaram a pensar no pensamento filosófico, político, social e pedagógico de Paulo Freire, a partir dos conceitos mais importantes. Este artigo objetiva desenvolver uma análise interpretativa, fundada na hermenêutica, em especial de Ricoeur (1989), da contribuição de Paulo Freire para os fundamentos teóricos e práticos da pedagogia crítica. Em primeiro lugar, analisamos o que, para nós, seriam os conceitos centrais da pedagogia freireana: opressão, conscientização, palavras geradoras, círculo de cultura, diálogo, práxis e emancipação. Em segundo lugar, destacamos a centralidade do &#8220;político&#8221; na pedagogia crítica de inspiração freireana, tanto em termos das políticas educacionais quanto no que diz respeito aos processos de aprendizagem. Em terceiro lugar, versamos as possibilidades de utilização da abordagem pedagógica de Freire na educação dos refugiados e dos estudantes que se encontram em situação de urgência e de conflitos. A pesquisa mostrou que a contribuição do pensamento de Freire para uma educação libertadora e amorosa e para a construção de uma sociedade colaborativa e acolhedora é inegável.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The waves of refugees migrated from different parts of the world to Europe, but also to the United States and Brazil, in this case originating in Venezuela, in particular, and the way they are treated in the countries that "receive" them, motivated us to think about Paulo Freire's philosophical, political, social and pedagogical thinking, based on the most important concepts. This article aims to interpretative analyze based on hermeneutics, especially by Ricoeur (1989)Paulo Freire's contribution to the theoretical and practical foundations of critical pedagogy. First, we stress central concepts of Freire's pedagogy: oppression, consciousness, generative words, culture circle, dialogue, praxis and emancipation. Second, we highlight the centrality of the "political" in the critical pedagogy inspired by Freire, both in terms of educational policies and with regard to learning processes. Third, we l address the possibilities of using Freire's pedagogical approach in the education of refugees and students who are in emergencies contexts. The research showed that the contribution of Freire's thought to a liberating and loving education and to the construction of a collaborative and welcoming society, is undeniable.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las oleadas de refugiados emigraron de diferentes partes del mundo a Europa, pero también a los Estados Unidos y Brasil, en este caso originario de Venezuela, en particular, y la forma en que son tratados en los países que los acogen nos motivó a pensar en el pensamiento filosófico, político, social y pedagógico de Paulo Freire, basado en los conceptos más importantes. Este artículo tiene como objetivo desarrollar un análisis interpretativo, basado en la hermenéutica, especialmente por Ricoeur (1989), la contribución de Paulo Freire a los fundamentos teóricos y prácticos de la pedagogía crítica. Primero, analizaremos cuáles son los conceptos centrales de la pedagogía de Freire: opresión, conciencia, palabras generadoras, círculo cultural, diálogo, praxis y emancipación. En segundo lugar, destacaremos el rol central del aspecto "político" de la pedagogía crítica inspirada en Freire, tanto en términos de políticas educativas como en relación con los procesos de aprendizaje. Tercero, discutiremos las posibilidades de utilizar el enfoque pedagógico de Freire en la educación de refugiados y estudiantes que se encuentran en situaciones de urgencia y conflicto. La investigación mostró que la contribución del pensamiento de Freire a una educación liberadora y amorosa y a la construcción de una sociedad colaborativa y acogedora es innegable.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Freire]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia crítica]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Refugiados.]]></kwd>
<kwd lng="en"><![CDATA[Freire]]></kwd>
<kwd lng="en"><![CDATA[Critical pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Refugees.]]></kwd>
<kwd lng="es"><![CDATA[Freire]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía crítica]]></kwd>
<kwd lng="es"><![CDATA[Políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Refugiados.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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