<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782022000100264</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782022270102</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Paulo Freire: os velhos e os novos temas]]></article-title>
<article-title xml:lang="en"><![CDATA[PAULO FREIRE: THE OLD AND THE NEW THEMES]]></article-title>
<article-title xml:lang="es"><![CDATA[PAULO FREIRE: LOS VIEJOS Y LOS NUEVOS TEMAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Fernando Bonadia de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Seropédica RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782022000100264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782022000100264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782022000100264&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Em Educação como prática da liberdade (1965), Paulo Freire define o Brasil da primeira metade dos anos 1960 como uma sociedade em transição na qual velhos temas se esvaziavam e novos temas surgiam. O golpe de 1964 e seus desdobramentos levaram a um recuo na transição e, ao invés de novos temas continuarem a surgir, velhos temas voltaram a estar em destaque com nova aparência, impedindo a passagem do país de uma sociedade fechada a uma sociedade aberta. Este artigo, um estudo de Filosofia da Educação Brasileira, pretende resgatar a análise freiriana dos velhos e dos novos temas, buscando entender como a transição brasileira determinou certas tarefas para a educação e como o presente, ainda à espera da constituição de uma sociedade aberta, requer também novas tarefas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In Educação como prática da liberdade (1965), Paulo Freire defines Brazil in the first half of the 1960s as a society in transition, in which old themes were becoming meaningless and new themes were arising. The 1964 coup and its developments led to a retreat in the transition and, rather than new themes continuing to arise, old themes were highlighted again with a new guise, preventing the country&#8217;s transformation from a closed society to an open society. This article, a Brazilian Education Philosophy study, intends to rescue Paulo Freire&#8217;s analysis of the old and the new themes, seeking to understand how the Brazilian transition determined certain tasks for education, and how the present time, still waiting for the constitution of an open society, also requires new educational tasks.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En el libro Educação como prática da liberdade (1965), Paulo Freire entiende a Brasil de los principios de la década de 1960 como una sociedad en transición, a través de la cual se vaciaron viejos temas y surgieron nuevos temas. El golpe de estado de 1964 y sus consecuencias llevaron a un retroceso en la transición y, en lugar de que surgieran nuevos temas, los temas antiguos volvieron a la fama con una nueva apariencia, evitando la transición del país de una sociedad cerrada a una sociedad abierta. Este artículo, un estudio de Filosofía de Educación Brasileña, rescata el análisis de Freire de temas antiguos y nuevos para conocer cómo la transición brasileña determinó ciertas tareas para la educación, y cómo el presente (aún en espera de la constitución de una sociedad abierta) también requiere nuevas tareas educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[golpe de 1964]]></kwd>
<kwd lng="pt"><![CDATA[educação brasileira]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire (1921-1997)]]></kwd>
<kwd lng="en"><![CDATA[1964 coup]]></kwd>
<kwd lng="en"><![CDATA[Brazilian education]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire (1921-1997)]]></kwd>
<kwd lng="es"><![CDATA[golpe de estado en Brasil (1964)]]></kwd>
<kwd lng="es"><![CDATA[educación brasileña]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire (1921-1997)]]></kwd>
</kwd-group>
</article-meta>
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