<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000300204</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i42.6299</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PEDAGOGIA CRÍTICA: TRANSFORMAÇÕES NOS SENTIDOS E NAS PRÁTICAS EMANCIPATÓRIAS]]></article-title>
<article-title xml:lang="en"><![CDATA[CRITICAL PEDAGOGY: TRANSFORMATIONS IN THE MEANINGS AND EMANCIPATORY PRACTICES]]></article-title>
<article-title xml:lang="es"><![CDATA[PEDAGOGÍA CRÍTICA: TRANSFORMACIONES EN LOS SIGNIFICADOS Y PRÁCTICAS EMANCIPATORIAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Maria Amélia Santoro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica de Santos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>42</numero>
<fpage>423</fpage>
<lpage>439</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000300204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000300204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000300204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo deve ser compreendido como um ensaio teórico e tem por perspectiva triangular criticamente pesquisas anteriores da autora, em diferentes espaços educativos, para fundamentar quer a epistemologia da pedagogia como teoria crítica, quer as possibilidades da práxis desta pedagogia. Para tanto, parte do conceito de ideologia proposto por Chauí e por meio deste conceito articula reflexões dos pressupostos da teoria crítica, com base em Adorno e Habermas, buscando evidenciar a síntese epistemológica de Paulo Freire na estruturação dos fundamentos da Pedagogia Crítica. Neste caminhar estabelece contrapontos com as teorias &#8220;críticas&#8221; da reprodução de Bourdieu, Passeron, Baudelot e Estabelet, Althusser e, por meio de triangulações entre os autores e a práxis educativa, reflete os sentidos de emancipação nos tempos atuais, buscando encontrar subsídios para a seguinte questão de pesquisa: pode a Pedagogia Crítica oferecer fundamentos para a construção de processos emancipatórios?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article should be understood as a theoretical essay and it aims to critically triangulate the author's previous research, in different educational spaces, to support both the epistemology of pedagogy as a critical theory and the possibilities of this pedagogy's praxis. Therefore, part of the concept of ideology proposed by Chauí and through this concept articulates reflections on the assumptions of critical theory, based on Adorno and Habermas, seeking to highlight the epistemological synthesis of Paulo Freire in structuring the foundations of Critical Pedagogy. In this way, it establishes counterpoints with the &#8220;critical&#8221; theories of the reproduction of Bourdieu, Passeron, Baudelot and Establet, Althusser and, through triangulations between the authors and the educational praxis, reflects the meanings of emancipation in the present times, seeking to find subsidies for the following research question: Can Critical Pedagogy offer foundations for the construction of emancipatory processes?]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo debe entenderse como un ensayo teórico y tiene como objetivo triangular críticamente la investigación previa del autor, en diferentes espacios educativos, para apoyar tanto la epistemología de la pedagogía como teoría crítica como las posibilidades de la praxis de esta pedagogía. Por lo tanto, parte del concepto de ideología propuesto por Chauí y a través de este concepto articula reflexiones sobre los supuestos de la teoría crítica, basados &#8203;&#8203;en Adorno y Habermas, buscando resaltar la síntesis epistemológica de Paulo Freire en la estructuración de los fundamentos de la pedagogía crítica. De esta manera, establece contrapuntos con las teorías "críticas" de la reproducción de Bourdieu, Passeron, Baudelot y Establet, Althusser y, a través de triangulaciones entre los autores y la práctica educativa, refleja los significados de la emancipación en los tiempos actuales, buscando encontrar subsidios para el siguiente pregunta de investigación: ¿puede la Pedagogía Crítica ofrecer fundamentos para la construcción de procesos emancipatorios?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia Crítica]]></kwd>
<kwd lng="pt"><![CDATA[emancipação]]></kwd>
<kwd lng="pt"><![CDATA[teorias critico-reprodutivistas]]></kwd>
<kwd lng="en"><![CDATA[Critical Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[emancipation]]></kwd>
<kwd lng="en"><![CDATA[critical-reproductive theories]]></kwd>
<kwd lng="es"><![CDATA[pedagogía crítica]]></kwd>
<kwd lng="es"><![CDATA[emancipación teorías crítico-reproductivas;]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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