<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022010000100004</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aportes feministas a la Educación popular: entradas para repensar pedagógicamente la popularización de la ciencia y la tecnologia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bustos]]></surname>
<given-names><![CDATA[Tania Pérez]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>36</volume>
<numero>01</numero>
<fpage>243</fpage>
<lpage>260</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022010000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022010000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022010000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este artículo busca plantear una reflexión pedagógica sobre la popularización de la ciencia y la tecnología, desde una perspectiva crítica feminista. Inicialmente presenta cómo la popularización se ha centrado en promover una imagen del conocimiento científico tecnológico anclada en paradigmas androcéntricos, desde los que no se cuestiona el estatuto epistemológico de estos conocimientos ni las subjetividades que desde allí se promueven. Propone retomar algunos de los planteamientos de la educación popular, que pueden ser de utilidad para repensar educativamente la popularización de la ciencia y la tecnología. Particularmente hace énfasis en la importancia y necesidad de rescatar la dimensión ético y política de lo popular en la concepción pedagógica de la popularización con el objetivo de fortalecer sus potencialidades críticas. En relación a esto argumenta, retomando la pedagogía feminista, especialmente aquella que se apoya en los enfoques sobre el conocimiento situado, como son las que derivan de los feminismos de frontera o decoloniales, que una lectura feminista de lo propuesto por Freire, es decir, que reconozca el papel de las experiencias de vida de hombres y mujeres popularizadores de la ciencia y la tecnología en la puesta en escena de estas prácticas educativas, puede enriquecer la legitimación ético-política-epistemológica de lo popular en una idea de popularización como práctica educativa transformadora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims to contribute, from a feminist critical perspective, to the pedagogical reflection about the popularization of science and technology. It starts by describing how popularization has centered on promoting an image of scientific and technological knowledge steeped in androcentric paradigms, in which there is no room for questioning either the epistemological statute of this knowledge or the subjectivities promoted thereby. It is proposed here that reinstating some of the claims of popular education can be useful to rethink educationally the popularization of science and technology. Particular emphasis is placed on the importance and need of rescuing the ethical-political dimension of the popular within the pedagogical concept of popularization, with the purpose of reinforcing its critical potential. In this connection the text argues, recovering the feminist pedagogies, particularly those which draw from the situated knowledge approach, such as those derived from border or decolonial feminism, that a feminist reading of Freire’s proposals, recognizing the role of the life experiences of men and women who popularize science and technology in bringing into play these educational practices, can enrich the ethical-political-epistemological legitimization of the popular in a vision of popularization as a transformative educational practice.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pedagogía Crítica]]></kwd>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Sociedad]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="en"><![CDATA[Critical Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Science]]></kwd>
<kwd lng="en"><![CDATA[Technology and Society]]></kwd>
<kwd lng="en"><![CDATA[Education and Science]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Aportes  feministas a la Educaci&oacute;n popular: entradas para repensar pedag&oacute;gicamente la  popularizaci&oacute;n de la ciencia y la tecnologia.</h2> <h3>Feminist approaches to popular Education: avenues to  rethink pedagogically the popularization of science and technology.</h3>     <p>&nbsp;</p> <h4>Tania P&eacute;rez  Bustos    <br> </h4> </font>      ]]></body><back>
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