<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000401491</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.079.ao08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Paulo Freire, Ivan Illich e José Pacheco derrubando os muros das escolas]]></article-title>
<article-title xml:lang="en"><![CDATA[Paulo Freire, Ivan Illich and José Pacheco tearing down the school wall]]></article-title>
<article-title xml:lang="es"><![CDATA[Paulo Freire, Ivan Illich y José Pacheco derriban los muros de la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Gabriela Ribeiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Valdir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>79</numero>
<fpage>1491</fpage>
<lpage>1505</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000401491&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000401491&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000401491&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Seria possível e desejável desescolarizar a sociedade? Essa questão foi o ponto de partida para a pesquisa proposta neste artigo. Esta pergunta não é nova, mas então por que trazê-la novamente à tona? Porque essa discussão ganhou nova importância diante de alguns acontecimentos recentes no campo da educação no Brasil, em especial o fechamento das escolas durante a pandemia de COVID-19 e a ascensão do movimento conservador do ensino domiciliar, bastante conhecido pelo termo em inglês &#8220;homeschooling&#8221;. O método que guiou esta investigação e a metodologia usada na elaboração deste artigo foram a hermenêutica. Nessa direção, buscamos interpretar, apreender e explicitar em profundidade os sentidos da teoria de Ivan Illich, que defendeu a desescolarização das sociedades e propôs que a educação passasse a acontecer por meio de redes de convivialidade; a práxis pedagógica de Paulo Freire, um dos principais educadores brasileiros, que denunciou uma educação bancária e anunciou uma educação crítica e libertadora concretizada nos círculos de cultura; e, a práxis do educador português José Pacheco, que deixa clara a sua indignação com uma escola que chama de inútil e perversa e sugere uma educação feita em comunidades de aprendizagem. Constatamos que, em meio aos movimentos que suscitam novamente a pergunta se seria possível e desejável desescolarizar a sociedade, o mais importante é pensar em qual educação está sendo realizada e com quais objetivos. De nada adianta derrubar as escolas e seus muros se uma educação conservadora à serviço do capital continuar a ser feita em outros espaços.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Would it be possible and desirable to deschool society? This question was the starting point for the research proposed in this article. This question is not new, so why bring it up again? Because this discussion has gained new importance in the face of some recent events in the field of education in Brazil, in particular the closure of schools during the COVID-19 pandemic and the rise of the conservative homeschooling movement. The method that guided this investigation and the methodology used in the elaboration of this article were hermeneutics. In this direction, we seek to interpret, apprehend and explain in depth the meanings of the theory of Ivan Illich, who defended the deschooling of societies and proposed that education should happen through conviviality; the pedagogical praxis of Paulo Freire, one of the main Brazilian educators, who denounced a banking education and announced a critical education for freedom implemented in culture circles; and, the praxis of the Portuguese educator José Pacheco, who makes clear his indignation with a school that he calls useless and perverse and suggests an education based on learning communities. We found that, in the midst of movements that once again raise the question whether it would be possible and desirable to deschool society, the most important thing is to think about what education is being carried out and with what objectives. There is no point in tearing down schools and their walls if a conservative education at the service of capital continues to be carried out in other spaces.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen ¿Sería posible y deseable desescolarizar a la sociedad? Esta pregunta fue el punto de partida para la investigación propuesta en este artículo. Esta pregunta no es nueva, entonces, ¿por qué volver a plantearla? Porque esta discusión ha cobrado nueva importancia frente a algunos acontecimientos recientes en el campo de la educación en Brasil, en particular el cierre de escuelas durante la pandemia de COVID-19 y el surgimiento del movimiento conservador de educación en el hogar. El método que guió esta investigación y la metodología utilizada en la elaboración de este artículo fue la hermenéutica. En esa dirección, buscamos interpretar, aprehender y explicar en profundidad los significados de la teoría de Ivan Illich, quien defendía la desescolarización de las sociedades y proponía que la educación debía pasar por redes de convivencia; la praxis pedagógica de Paulo Freire, uno de los principales educadores brasileños, que denunciaba una educación bancaria y anunciaba una educación crítica y liberadora implantada en los ambientes culturales; y, la praxis del educador portugués José Pacheco, quien deja clara su indignación con una escuela que califica de inútil y perversa y plantea una educación basada en comunidades de aprendizaje. Encontramos que, en medio de movimientos que nuevamente plantean la pregunta de si sería posible y deseable desescolarizar a la sociedad, lo más importante es pensar qué educación se está realizando y con qué objetivos. De nada sirve derribar las escuelas y sus muros si en otros espacios se sigue realizando una educación conservadora al servicio del capital.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[Ivan Illich]]></kwd>
<kwd lng="pt"><![CDATA[José]]></kwd>
<kwd lng="pt"><![CDATA[Pacheco]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Desescolarização.]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Ivan Illich]]></kwd>
<kwd lng="en"><![CDATA[Jose Pacheco]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Deschooling.]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[Iván Illich]]></kwd>
<kwd lng="es"><![CDATA[José]]></kwd>
<kwd lng="es"><![CDATA[Pacheco]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Desescolarización.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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