<?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>S0104-40602016000300037</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.47205</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Di&#225;logo-confrontaci&#243;n de saberes y negociaci&#243;n cultural: ejes de las pedagog&#237;as de la educaci&#243;n popular: una construcci&#243;n desde el sur]]></article-title>
<article-title xml:lang="pt"><![CDATA[Diálogo-confrontação de saberes e negociação cultural: eixos das pedagogias da educação popular: uma construção a partir do sul]]></article-title>
<article-title xml:lang="en"><![CDATA[Dialogue-confrontation of knowledge and cultural negotiation: a Southern production on axes of a popular education pedagogy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[Marco Raúl Mejía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Programa Gubernamental Ciencia, Tecnología e Innovación Ondas Colciencias y Planeta Paz Expedición Pedagógica Nacional]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</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>37</fpage>
<lpage>53</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000300037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000300037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000300037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los desarrollos de la educaci&#243;n popular de nuestra Am&#233;rica se han dado desde comienzos del siglo XIX cuando Sim&#243;n Rodr&#237;guez propone al Consejo de Caracas desarrollarla en su educaci&#243;n. Cuando se revisan estos antecedentes, encontramos que una propuesta pedag&#243;gica siempre acompa&#241;&#243; la din&#225;mica de su constituci&#243;n y este texto lo muestra en sus grandes hitos (nacientes rep&#250;blicas, universidades populares, escuelas de educaci&#243;n propia, pedagog&#237;as de la liberaci&#243;n), los cuales permiten mostrar la vitalidad invisibilizada pero presente en ellos. Hoy que la educaci&#243;n popular se propone como una apuesta para toda la sociedad y para todas y todos los educadores, el presente texto nos muestra c&#243;mo ese acumulado pedag&#243;gico es recuperado en la propuesta actual fundada en el di&#225;logo, la confrontaci&#243;n de saberes y la negociaci&#243;n cultural, haciendo posible una pr&#225;ctica de un ejercicio educativo que integra intraculturalidad, interculturalidad y transculturalidad y que teje lo com&#250;n para seguir apost&#225;ndole a la transformaci&#243;n de los mundos desde el reconocimiento de que somos humanamente diferentes, culturalmente diversos y seguimos viviendo en sociedades profundamente desiguales. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O desenvolvimento da educa&#231;&#227;o popular da nossa Am&#233;rica ocorre a partir do in&#237;cio do s&#233;culo XIX, quando Sim&#243;n Rodr&#237;guez prop&#245;e ao Conselho de Caracas implementar essa proposta na educa&#231;&#227;o. Quando esses registros s&#227;o revistos, se descobre que uma proposta pedag&#243;gica sempre tem acompanhado a din&#226;mica da sua constru&#231;&#227;o e este texto pretende mostrar isso em seus marcos principais (rep&#250;blicas emergentes, universidades populares, escolas de educa&#231;&#227;o, pedagogias da liberta&#231;&#227;o), o que permite mostrar a vitalidade que &#233; invis&#237;vel, mas est&#225; presente neles. Hoje, quando a educa&#231;&#227;o popular &#233; proposta como uma aposta para toda a sociedade e a todas e todos os educadores, este texto nos mostra como esse arcabou&#231;o pedag&#243;gico reflete na proposta atual, fundada no di&#225;logo, no confronto de saberes e na negocia&#231;&#227;o cultural, tornando poss&#237;vel a pr&#225;tica de um exerc&#237;cio educativo que integra intraculturalidade, interculturalidade e transculturalidade e que produz o que &#233; normal para continuar apostando na transforma&#231;&#227;o dos mundos, reconhecendo que somos humanamente diferentes, culturalmente diversos e ainda continuamos a viver em sociedades profundamente desiguais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The development of popular education in our America has been produced since the beginning of the 19th century, when Sim&#243;n Rodr&#237;guez presents at the Council of Caracas a proposal to develop this in its education. When these records are reviewed, we find that a pedagogical proposal has always accompanied the dynamics of its construction, and this text shows it precisely in its major milestones (nascent republics, popular universities, schools of education, pedagogies of liberation), all of which allows to show the invisible but present vitality in them. Today, when popular education is proposed as a bet for all societies and educators (men and women), this text shows us how this pedagogical framework is recovered in the current proposal, founded on dialogue, confrontation of knowledge and cultural negotiation, making possible the practice of an educational exercise that integrates intraculturality, interculturality and transculturality, which weaves what is common in order to carry on betting on the transformation of worlds, recognizing that we are humanly diverse, culturally dissimilar, and that we are still living in deeply unequal societies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación popular]]></kwd>
<kwd lng="es"><![CDATA[confrontación de saberes]]></kwd>
<kwd lng="es"><![CDATA[cultura.]]></kwd>
<kwd lng="pt"><![CDATA[educação popular]]></kwd>
<kwd lng="pt"><![CDATA[confronto de saberes]]></kwd>
<kwd lng="pt"><![CDATA[cultura.]]></kwd>
<kwd lng="en"><![CDATA[popular education]]></kwd>
<kwd lng="en"><![CDATA[confrontation of knowledge]]></kwd>
<kwd lng="en"><![CDATA[culture.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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