<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092020000100132</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.15.16142.065</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Crisis de la educación: el constructivismo neoliberal. Notas en contextos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Education crisis: neoliberal constructivism. Notes in pandemic contexts]]></article-title>
<article-title xml:lang="pt"><![CDATA[Crise da educação: construtivismo neoliberal. Notas em contextos de pandemia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rubio-Gaviria]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092020000100132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092020000100132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092020000100132&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta resultados parciales de una investigación relacionada con el discurso de la &#8220;crisis de la educación&#8221;. El proceso de asilamiento preventivo obligatorio causado por la emergencia sanitaria en el mundo (COVID-19) ha implicado el cierre de las escuelas, hecho que supone una agudización de la crisis. Por cuenta de la crisis, estamos ante un pedido generalizado a la escuela para que se transforme; el pedido supone un alegato entre la defensa y el ataque a la práctica escolar. Este alegato tiene como uno de sus protagonistas al constructivismo. Se propone acá una lectura del constructivismo como una expresión de las prácticas escolares neoliberales y, de otro lado, se pone en duda la filiación de la pedagogía de J. Dewey con las ideas constructivistas actuales, en el sentido en el que el alegato lo presenta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta resultados parciais de uma pesquisa sobre o discurso da &#8220;crise da educação&#8221;. As medidas de isolamento obrigatório devido à emergência sanitária mundial (COVID-19) envolveu o fechamento de escolas, fato que agrava a crise. Devido à crise, estamos diante de um pedido geral à escola para se transformar; o pedido é uma alegação entre a defesa e o ataque às práticas escolares. Essa alegação tem o construtivismo como um do seus protagonistas. Uma leitura do construtivismo é proposta aqui como uma expressão das práticas escolares neoliberais e, por outro lado, é questionada a filiação da pedagogia de J. Dewey às idéias construtivistas atuais, no sentido da alegação proposta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents partial results of a research about the &#8220;education crisis&#8221; discourse. Lockdown procedures due the COVID-19 global health emergency has implied closing of schools, a fact that represents a worsening of the crisis. Due to the crisis, we are facing a general request to the school to transform itself; the request is an argument between the defense and the attack of school practice. This allegation comprise the constructivism as one of its protagonists. Here, a reading of the constructivism is proposed as an expression of neoliberal school practices and, on the other hand, the affiliation of the pedagogy from J. Dewey with the current constructivist ideas, in the sense in which the allegation presented it.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[John Dewey]]></kwd>
<kwd lng="es"><![CDATA[Constructivismo]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[John Dewey]]></kwd>
<kwd lng="pt"><![CDATA[Construtivismo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="en"><![CDATA[John Dewey]]></kwd>
<kwd lng="en"><![CDATA[Constructivism]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism.]]></kwd>
</kwd-group>
</article-meta>
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