<?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>S2178-26792021000300441</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i46.8492</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[PEDAGÓGICA DE SEMILLA EN EL MOVIMIENTO ZAPATISTA: SIEMBRA Y CRECIMIENTO DE UN SUJETO COLETIVO POLÍTICO]]></article-title>
<article-title xml:lang="en"><![CDATA[SEED PEDAGOGICS OF THE ZAPATISTA MOVEMENT: EMERGENCE OF A POLITICAL COLLECTIVE SUBJECT]]></article-title>
<article-title xml:lang="pt"><![CDATA[PEDAGÓGICA DA SEMENTE DO MOVIMENTO ZAPATISTA: SEMEADURA E CRESCIMENTO DE UM SUJEITO POLÍTICO COLETIVO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boldt]]></surname>
<given-names><![CDATA[Charlotte Marie Sáenz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Lia Pinheiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar]]></surname>
<given-names><![CDATA[Tania Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,El Colegio de la Frontera Sur  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,El Colegio de la Frontera Sur  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>46</numero>
<fpage>441</fpage>
<lpage>464</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000300441&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000300441&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000300441&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo, se teoriza el proceso político-educativo-ético que proviene del Zapatismo y que se implementa afuera de sus territorios autónomos. Proponemos nombrarlo una Pedagógica de Semilla retomando el sentido multifacético que el filósofo Enrique Dussel le otorga a la pedagógica; y de semilla, por ser una educación política-ética que se va sembrando y que va creciendo a través de diversos encuentros e intercambios interculturales. Esta pedagógica va tejiendo una subjetividad colectiva de carácter político que lucha por una vida digna en común y que carga una potencialidad revolucionaria. Es parte de una continua resistencia sociohistórica de cara a sistemas y prácticas de dominación humana; un movimiento de movimientos que incluye tanto como transciende, luchas singulares. Esta Pedagógica de Semilla que está basada en la praxis Zapatista desde 1994 y su interlocución con el mundo exterior, busca integrar lo que una modernidad cartesiana y la imposición colonial han separado: saberes y relaciones entre comunidades humanas con la naturaleza de la cual son una parte integral. En este artículo, se teoriza la manera particular en la que esta pedagógica de semilla Zapatista propone, practica y avanza en relaciones y éticas políticas y socioecológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article theorizes the political-educational-ethical process that emerges from Zapatismo and that is implemented outside its autonomous territories. We propose naming it a &#8220;pedagogics&#8221; in the multifaceted sense given the word by philosopher Enrique Dussel, and &#8220;of seed&#8221; as it is a political-ethical education that is sown and develops through the cross-fertilization of intercultural encounter and exchange. This &#8220;pedagogics of seed&#8221; is weaving a collective political subjectivity with revolutionary potential that struggles for a dignified life in common. It is part of an ongoing socio-historical resistance in the face of systems and practices of human domination; a movement of movements that both includes and transcends singular struggles. The seed pedagogics we theorize here are based on the Zapatista Movement&#8217;s praxis since 1994 and their interlocution with the world outside their autonomous communities. This pedagogics seeks to integrate what Cartesian modernity and colonial imposition have separated: knowledge and relationship between human communities and the nature of which they are an integral part. This article theorizes ways in which this Zapatista seed pedagogics proposes, practices, and advances political and socio-ecological relations and ethics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo teoriza o processo político-educativo-ético que vem do Zapatismo e que é implementado fora de seus territórios autônomos. Para nomeá-la, propomos a pedagogia no sentido multifacetado que o filósofo Enrique Dussel aponta, e nos propomos a chamá-la de pedagógica da semente porque é uma educação político-ética que é semeada e cresce através de vários encontros e intercâmbios interculturais. Esta pedagógica está tecendo uma subjetividade política coletiva que luta por uma vida digna em comum e potencial revolucionário. É parte de uma resistência sócio-histórica contínua aos sistemas e práticas de dominação humana; um movimento de movimentos que inclui e transcende lutas singulares. A pedagógica de semente que teorizamos aqui se baseia na práxis zapatista desde 1994 com o mundo exterior a partir de sua articulação específica de seu próprio processo de aprendizagem; ela procura integrar o que a modernidade cartesiana e a imposição colonial separaram: o conhecimento e as relações entre as comunidades humanas e a natureza da qual elas são parte integrante. Este artigo teoriza como esta pedagógica específica da semente zapatista propõe, pratica e avança as relações políticas, éticas, e sócio-ecológicas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Epistemologías y filosofías indígenas]]></kwd>
<kwd lng="es"><![CDATA[Pedagógicas de liberación]]></kwd>
<kwd lng="es"><![CDATA[Zapatismo.]]></kwd>
<kwd lng="en"><![CDATA[Indigenous epistemologies and philosophies]]></kwd>
<kwd lng="en"><![CDATA[Liberation pedagogics]]></kwd>
<kwd lng="en"><![CDATA[Zapatismo.]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologias e filosofias indígenas]]></kwd>
<kwd lng="pt"><![CDATA[Pedagógicas da libertação]]></kwd>
<kwd lng="pt"><![CDATA[Zapatismo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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