<?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>S1809-43092021000100232</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.16.16429.057</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O legado de Paulo Freire ao desenvolvimento profissional docente para uma educação decolonial: o Círculo de Cultura como possibilidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Paulo Freire&#8217;s legacy to professional teacher development for decolonial education: the Culture Circle as a possibility]]></article-title>
<article-title xml:lang="es"><![CDATA[El legado de Paulo Freire al desarrollo profesional docente para una educación decolonial: el Círculo de Cultura como posibilidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomelin]]></surname>
<given-names><![CDATA[Nilton Bruno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rausch]]></surname>
<given-names><![CDATA[Rita Buzzi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional de Blumenau (FURB)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas (Unicamp)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092021000100232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092021000100232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092021000100232&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, discute-se o legado de Freire em relação ao desenvolvimento profissional docente para uma educação decolonial, tomando como referência o Círculo de Cultura. De abordagem qualitativa e teórica, este texto tem Freire como principal teórico e, assim, relaciona suas ideias a de autores que tratam da formação de professores e da decolonialidade, ressignificando-as em uma perspectiva de docência outra. A investigação aborda a decolonialidade como proposta de construção de um futuro outro à profissão docente e aponta para sua proximidade com Freire. Propõe-se um desenvolvimento profissional docente que assuma a pluralidade cultural como fundamento para uma práxis efetivamente decolonial. Discute-se, também, o Círculo de Cultura a partir da reflexividade da prática, destacando-a como possibilidade ao desenvolvimento da consciência crítica e da transformação da ação docente. Em síntese, a pesquisa pretende fortalecer a potência do legado de Freire ao desenvolvimento profissional docente para uma educação decolonial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article, Freire&#8217;s legacy in relation to professional teacher development for a decolonial education is discussed, taking as a reference the culture circle. With a qualitative and theoretical approach, this text has Freire as its main theorist and, thus, relates his ideas to those of authors who deal with teacher training and decoloniality, re-signifying them in a different teaching perspective. The investigation addresses decoloniality as a proposal to build a different future for the teaching profession and points to its proximity to Freire. It is proposed a professional teaching development that assumes cultural plurality as the basis for an effectively decolonial praxis. The Culture Circle is also discussed based on the reflexivity of the practice, highlighting it as a possibility for the development of critical awareness and the transformation of the teaching action. In summary, the research aims to strengthen the potency of Freire&#8217;s legacy to the professional teacher development for a decolonial education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se discute el legado de Freire en relación al desarrollo profesional docente para una educación decolonial, tomando como referencia el círculo de la cultura. De enfoque cualitativo y teórico, este texto tiene a Freire como principal teórico, y así, relaciona sus ideas con las de los autores que tratan de la formación de los profesores y de la decolonialidad, resignificándolos en una perspectiva de docencia diferente. La investigación aborda la decolonialidad como propuesta para construir un futuro diferente para la profesión docente y apunta a su proximidad con Freire. Se propone un desarrollo profesional docente que asuma la pluralidad cultural como fundamento de una praxis efectivamente decolonial. También se discute el Círculo de Cultura a partir de la reflexividad de la práctica, destacándola como posibilidad para el desarrollo de la conciencia crítica y la transformación de la acción docente. En síntesis, la investigación pretende fortalecer la potencia del legado de Freire para el desarrollo profesional docente para una educación decolonial.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[Decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional docente]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Decoloniality]]></kwd>
<kwd lng="en"><![CDATA[Teacher professional development]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[Decolonialidad]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[WALSH]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interculturalidade crítica e pedagogia decolonial: in-surgir, re-existir e re-viver]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[CANDAU]]></surname>
<given-names><![CDATA[V. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação intercultural na América Latina: entre concepções, tensões e propostas]]></source>
<year>2009</year>
<page-range>12-43</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[7letras]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
