<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062013000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação popular e pedagogia social: um encontro possível no caso de Porto Alegre?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paulo]]></surname>
<given-names><![CDATA[Fernanda dos Santos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conte]]></surname>
<given-names><![CDATA[Isaura Isabel]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bierhals]]></surname>
<given-names><![CDATA[Patricia Rutz]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<volume>23</volume>
<numero>43</numero>
<fpage>129</fpage>
<lpage>144</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062013000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062013000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062013000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo se propõe a apresentar algumas reflexões acerca da educação popular e da pedagogia social, e no bojo destas, problematiza-se o caso de Porto Alegre, apresentando o engajamento de educadores populares, organizados na Associação de Educadores Populares de Porto Alegre - AEPPA, com vistas à luta por formação. O método utilizado se baseia em estudos teóricos e inserção direta em contextos de educação popular, com sínteses e discussões grupais. Como resultado, enfatiza-se que há convergências, mas também desencontros, entre ambas as terminologias e, somam-se a elas, ainda outras, parecidas. A educação popular surge muito fortemente vinculada a movimentos sociais populares e carrega consigo o compromisso pela transformação social. A pedagogia social, por sua vez, nasce no contexto pós-segunda guerra mundial, numa situação de vulnerabilidade, propondo-se a assistência e amenização de sofrimentos. Sob esse aspecto há diálogos possíveis, entretanto, a educação popular possui um caráter marcadamente de classes, com opção pelos (empobrecidos, que, de acordo com Freire, aprendem também a ler o mundo. O desencontro ocorre, quando se confundem os termos - educação popular e pedagogia social - como se fossem a mesma coisa, ou se um pudesse substituir o outro. Por fim, como conclusão, pontua-se que a educação popular não exclui a pedagogia social e vice versa, sendo que as duas possuem sentido nos fazeres pedagógicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims to present some reflections on popular education and social pedagogy, and in the midst of these, be problematized the case of Porto Alegre, presenting the engagement of educators (as) popular, organized (as) in the Association of Popular Educators from Porto Alegre - AEPPA, in order to fight for education.. The method is based on theoretical studies and direct insertion in the context of popular education, with summaries and group discussions. As a result, it is emphasized that there are similarities, but also disagreements between the two terminologies, and adds to them, still others, such. Popular education emerges very strongly linked to popular social movements and carries the commitment to social transformation. The social pedagogy, in turn, is born in the post - World War II in a vulnerable position, proposing assistance and alleviation of suffering. In this aspect there is dialogue possible, however, popular education has a markedly class, with the option (s) impoverished (as), which according to Freire, they learn to read the world. The mismatch occurs when the terms are confused - popular education and social pedagogy - as if they were the same, or if one could replace the other. Finally, in conclusion, points out that education does not exclude the popular social pedagogy and vice versa, and the two have meaning in the educational doings.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Popular]]></kwd>
<kwd lng="pt"><![CDATA[Educação Social]]></kwd>
<kwd lng="pt"><![CDATA[Movimento Popular]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia Social]]></kwd>
<kwd lng="en"><![CDATA[Popular Education]]></kwd>
<kwd lng="en"><![CDATA[Social Education]]></kwd>
<kwd lng="en"><![CDATA[Popular Movement]]></kwd>
<kwd lng="en"><![CDATA[Social Pedagogy]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Educa&ccedil;&atilde;o  popular e pedagogia social: um encontro poss&iacute;vel no caso de Porto Alegre?</h2> <h3>Popular education and social pedagogy: is there a  possible case in Porto Alegre?</h3>     <p>&nbsp;</p> <h4>Fernanda  dos Santos Paulo, Isaura Isabel Conte, Patricia Rutz Bierhals</h4> </font>      ]]></body><back>
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</back>
</article>
