<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932023000100111</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a6936</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Geografia Anticolonial e a Pedagogia do Movimento: notas introdutórias sobre um diálogo possível]]></article-title>
<article-title xml:lang="en"><![CDATA[Anticolonial Geography and the Movement Pedagogy: introductory notes on a possible dialogue]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Vinícius Augusto Marques dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nabarro]]></surname>
<given-names><![CDATA[Sergio Aparecido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Geociências Programa de Pós-Graduação em Geografia]]></institution>
<addr-line><![CDATA[Londrina 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>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O anticolonialismo tem se apresentado como aporte teórico e prático para a renovação do pensamento crítico nas ciências humanas em geral e tem sido incorporado às agendas de produção e pesquisa nas mais diversas áreas da ciência geográfica. Partindo de pressupostos anticapitalistas e anti-imperialistas, a teoria anticolonial busca evidenciar as continuidades e descontinuidades cotidianas da colonialidade como expressão da violência e do poder, próprias da reprodução capitalista. Nesse mesmo sentido, a Pedagogia do Movimento oferece um aporte teórico-metodológico que emerge do bojo das lutas de (re)existência pela/na terra de camponesas e camponeses organizados no Movimento dos Trabalhadores Rurais Sem Terra. No primeiro momento, debruça-se sobre os aspectos relacionados ao debate em torno da colonialidade e, no segundo momento, são evidenciados os traços gerais da Pedagogia do Movimento esboçando o diálogo com o anticolonialismo. Portanto, o presente trabalho tem o objetivo de estabelecer algumas notas introdutórias de um diálogo possível entre a Pedagogia do Movimento Sem-Terra e uma Geografia Anticolonial. A partir desse diálogo, buscar-se-á evidenciar elementos para a renovação e a construção de um ensino de Geografia anti-opressões, contra-hegemônico e para além do capital. Nesse sentido, a pesquisa evidenciou múltiplas outras possibilidades para uma construção teórico-metodológica de um ensino de Geografia crítico e anticolonial a partir das matrizes pedagógicas do Movimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Anticolonialism has emerged as a theoretical and practical contribution to the renewal of critical thinking in the human sciences. It has been incorporated into production and research agendas in the most diverse areas of geographic science. From anti-capitalist and anti-imperialist assumptions, anticolonial theory highlights the daily continuities and discontinuities of coloniality as an expression of the violence and power inherent to capitalist reproduction. Similarly, the Movement Pedagogy provides us with a theoretical-methodological contribution that emerges amid the struggles of (re)existence for/on the land of peasants organized in the Landless Rural Workers Movement (MST). Firstly, it focuses on aspects of the debate around coloniality. Then, it highlights the general traits of the Movement Pedagogy, outlining the dialogue with anticolonialism. Therefore, the present work aims to establish some introductory notes of a possible dialogue between the Landless Movement Pedagogy and anticolonial geography. From this dialogue, we seek to underscore elements for renovating and constructing an anti-oppressive, counter-hegemonic, and beyond capital geography teaching. In this sense, the research evidenced multiple other possibilities for a theoretical-methodological construction of a critical and anticolonial Geography teaching based on the Movement&#8217;s pedagogical matrices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Anticolonialismo]]></kwd>
<kwd lng="pt"><![CDATA[Colonialidade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento crítico]]></kwd>
<kwd lng="en"><![CDATA[Anticolonialism]]></kwd>
<kwd lng="en"><![CDATA[Coloniality]]></kwd>
<kwd lng="en"><![CDATA[Teaching Geography]]></kwd>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
</kwd-group>
</article-meta>
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