<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982019000100202</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698214631</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PAULO FREIRE: OUTRO PARADIGMA PEDAGÓGICO?]]></article-title>
<article-title xml:lang="en"><![CDATA[PAULO FREIRE: ANOTHER PEDAGOGICAL PARADIGM?]]></article-title>
<article-title xml:lang="fr"><![CDATA[PAULO FREIRE: UN AUTRE PARADIGME PEDAGOGIQUE?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARROYO]]></surname>
<given-names><![CDATA[MIGUEL G.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982019000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982019000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982019000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O texto lembra os 50 anos da publicação da Pedagogia do Oprimido de Paulo Freire. Que interrogações chegam hoje dos oprimidos para o pensamento pedagógico? A Pedagogia do Oprimido revela que estes são novos tempos de opressão. As opressões aumentam, com requintes políticos. Os oprimidos repõem outro paradigma de formação humana, outro paradigma de humano-inumano, de desumanização-humanização. O aumento da pobreza extrema e do desemprego faz crescer o número de oprimidos desumanizados. Os oprimidos se sabem roubados em sua humanidade e se sabem ameaçados da violência do Estado. Há violência do Estado e de seus órgãos de justiça e segurança contra jovens e adolescentes exterminados nas periferias urbanas, violências contra militantes em lutas por direitos. Mas os oprimidos, em seus movimentos sociais, resistem, afirmam-se humanos e apontam para outro paradigma pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The text reminds us of the 50th anniversary of Paulo Freire&#8217;s Pedagogia do Oprimido. What questions from the oppressed reach pedagogical thought today? The Pedagogia do Oprimido reveals that we are in new times of oppression. The oppressions increase and with political refinements. The oppressed replace another paradigm of human formation. Another paradigm of human-inhuman; dehumanization-humanization. The growth of extreme poverty and unemployment increases the number of dehumanized oppressed. The humanity is robbed from the oppressed that are known to be threatened by the violence of the State. There is violence of the State and its organs of justice and security against young people and adolescents exterminated in the urban peripheries, violence against militants that are fighting for rights. But the oppressed, in their social movements, resist, claim their own humanity and point another pedagogical paradigm.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ: Le texte nous rappelle le 50e anniversaire de la pédagogie de l&#8217;opprimé de Paulo Freire. Quelles questions des opprimés atteignent aujourd&#8217;hui la pensée pédagogique? La pédagogie des opprimés reprend que nous sommes dans une nouvelle ère d&#8217;oppression. Les oppressions augmentent et avec des raffinements politiques. Les opprimés remplacent un autre paradigme de la formation humaine. Un autre paradigme humain-inhumain; déshumanisation-humanisation. L&#8217;augmentation de la pauvreté extrême et du chômage augmente le nombre d&#8217;oppresseurs déshumanisés. Les opprimés sont dépouillés de leur humanité et sont connus pour être menacés par la violence de l&#8217;État. Violence de l&#8217;Etat et de ses organes de justice et de sécurité contre les jeunes et les adolescents exterminés dans les périphéries urbaines. Violence contre les militants dans les luttes pour les droits. Mais les opprimés dans leurs mouvements sociaux résistent, revendiquent des êtres humains et désignent un autre paradigme pédagogique.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Opressão]]></kwd>
<kwd lng="pt"><![CDATA[Formação humana]]></kwd>
<kwd lng="pt"><![CDATA[Paradigma pedagógico.]]></kwd>
<kwd lng="en"><![CDATA[Oppression]]></kwd>
<kwd lng="en"><![CDATA[Human formation]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical paradigm.]]></kwd>
<kwd lng="fr"><![CDATA[Oppression]]></kwd>
<kwd lng="fr"><![CDATA[Formation humaine]]></kwd>
<kwd lng="fr"><![CDATA[Paradigme pédagogique]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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