<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762021000100174</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i1p174-196</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A PEDAGOGIA DO OPRIMIDO NA ESCOLA CONTEMPORÂNEA: DESAFIOS E PERSPECTIVAS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PEDAGOGY OF THE OPPRESSED IN CONTEMPORARY SCHOOL: CHALLENGES AND PERSPECTIVES]]></article-title>
<article-title xml:lang="es"><![CDATA[LA PEDAGOGÍA DEL OPRIMIDO EM LA ESCUELA CONTEMPORÁNEA: RETOS E PERSPECTIVAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[AGUIAR]]></surname>
<given-names><![CDATA[Denise Regina da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Brasil curso de Pedagogia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>174</fpage>
<lpage>196</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000100174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000100174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000100174&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo tem como objetivos compreender os princípios da Pedagogia do Oprimido e da Educação Bancária, ser uma forma de denúncia do processo de opressão instituído, até hoje, na escola pública brasileira e propor, como um anúncio de superação desta condição, a Educação como Prática da Liberdade. O referencial teórico fundamenta-se em Freire (2006, 2004, 2003, 2001a 2001b), Apple e Beane (2001), Lima (2002) e Giroux (2002). Pode-se evidenciar que a pedagogia crítico-libertadora freireana é uma possibilidade para a construção de uma escola pública, democrática e com qualidade social. O estudo demonstra, também, que é condição fundamental a participação efetiva decisória de todos os envolvidos na ação educativa e de um rigoroso processo de ensino-aprendizagem voltado para o desenvolvimento da criticidade e autonomia do educando.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to understand the principles of Pedagogy of the Oppressed and Banking Education, as a way of denouncing the process of oppression instituted until today in the Brazilian public school and to propose, as a form of overcoming this condition, Education as a Practice of Freedom. The theoretical framework is based onFreire (2006,2004,2003,2001a,2001b),Apple and Beane (2001),Lima (2002),Giroux (2002). Freire&#8217;s critical-liberating pedagogy is a possibility for the construction of a public, democratic school with social quality. The study also demonstrates that an essential condition is the effective decision-making participation of all those involved in the educational action and a rigorous teaching-learning process aimed at developing the criticality and autonomy of the student.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo comprender los principios de la pedagogía del oprimido y de la educación bancária, como forma de denunciar el proceso de opresión instituido hasta hoy en la escuela pública brasileña y la vez proponer la educación como una práctica de libertad para superar esta condición. El marco teórico se basa enFreire (2006,2004,2003,2001a 2001b),Apple y Beane (2001),Lima (2002),Giroux (2002). Se puede evidenciar que la pedagogía crítica liberadora de Freire es una posibilidad para la construcción de una escuela pública, democrática y de calidad social. El estudio también demuestra que una condición esencial es la participación efectiva en la toma de decisiones de todos los involucrados en la acción educativa y un proceso riguroso de enseñanza-aprendizaje dirigido a desarrollar la criticidad y la autonomía del estudiante.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia crítico-libertadora]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[Humanização]]></kwd>
<kwd lng="en"><![CDATA[Critical-liberating pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Humanization]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía crítica liberadora]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[Humanización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
