<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000300019</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.46865</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições de Paulo Freire para a formação de educadores: fundamentos e práticas de um paradigma contra-hegemônico]]></article-title>
<article-title xml:lang="en"><![CDATA[Paulo Freire's contributions to teacher education: foundations and practices of a counter-hegemonic paradigm]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saul]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saul]]></surname>
<given-names><![CDATA[Alexandre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,anasaul@uol.com.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,asaul@hotmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Programa de Estudos Pós-Graduados em Educação ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>61</numero>
<fpage>19</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000300019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000300019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000300019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo tem o objetivo de apresentar a proposta de forma&#231;&#227;o permanente de Paulo Freire como um paradigma contra-hegem&#244;nico, capaz de reagir criticamente aos modelos dominantes de forma&#231;&#227;o. O texto exp&#245;e um panorama das cr&#237;ticas que v&#234;m sendo feitas &#224;s pol&#237;ticas e pr&#225;ticas de forma&#231;&#227;o de educadores e &#224;s racionalidades subjacentes &#224;s propostas que disputam projetos nesse campo de estudos e pesquisas. Na sequ&#234;ncia, o paradigma de forma&#231;&#227;o permanente de Paulo Freire, posto em a&#231;&#227;o na Secretaria de Educa&#231;&#227;o do munic&#237;pio de S&#227;o Paulo (1989-1992), &#233; discutido como uma possibilidade para construir, coletivamente, novas formas de agir e pensar na forma&#231;&#227;o docente, em uma perspectiva cr&#237;tico-transformadora. Por fim, s&#227;o apontados resultados da pesquisa "Paulo Freire na atualidade: legado e reinven&#231;&#227;o", que busca evidenciar a materialidade e a reinven&#231;&#227;o do pensamento de Freire, em diferentes contextos educativos da realidade brasileira, no eixo da forma&#231;&#227;o docente. A pesquisa tem sua origem na C&#225;tedra Paulo Freire da Pontif&#237;cia Universidade Cat&#243;lica de S&#227;o Paulo (PUC-SP) e vem se desenvolvendo em uma rede que congrega 28 pesquisadores vinculados a 14 Programas de P&#243;s-Gradua&#231;&#227;o em Educa&#231;&#227;o, em 10 estados. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to present Paulo Freire's proposal of permanent teacher education, as a counter-hegemonic paradigm, able to react critically to the dominant models of teacher education. The text presents an overview of the criticisms that have been made to policies and practices of teachers' education and underlying rationalities on the proposals that compete for projects in this field of studies and research. Following, Freire's paradigm of permanent teacher education, put into action in the Education Secretariat of the municipality of S&#227;o Paulo (1989-1992), is discussed as a possibility to build, collectively, new ways of acting and thinking in teacher education, on a critical and transforming perspective. At the end, results of the research "Paulo Freire today: legacy and reinvention" are appointed, which seek to demonstrate the materiality and reinvention of Freire's thought in different educational contexts from the Brazilian reality, in the axis of teacher education. This research has its origin in the Paulo Freire's Cathedra from Pontif&#237;cia Universidade Cat&#243;lica de S&#227;o Paulo (PUC-SP), that has been developed in a network design, that brings together 28 researchers from 14 Graduate Programs in Education, in 10 Brazilian states.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[formação de educadores]]></kwd>
<kwd lng="pt"><![CDATA[formação permanente]]></kwd>
<kwd lng="pt"><![CDATA[Cátedra Paulo Freire da PUC-SP]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[permanent teacher education]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire's Cathedra of PUC-SP.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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