<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2018000401065</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.059.ds04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O conceito de paradoxo nos campos da educação, da intervenção social e da formação de professores, especialmente no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[The concept of paradox in the fields of education, social intervention and teacher training, especially in Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[El concepto de paradoja en los campos de la educación, de la intervención social y de la formación de profesores, especialmente en Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Valdir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Renner]]></surname>
<given-names><![CDATA[Roberto Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade Educacional da Lapa  ]]></institution>
<addr-line><![CDATA[Lapa PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>59</numero>
<fpage>1065</fpage>
<lpage>1085</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000401065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000401065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000401065&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo almeja enfatizar os diferentes paradoxos da educação brasileira. Impulsionados nesta investigação por dois grandes renomados educadores, um da educação libertária, Ivan Illich e outro da educação libertadora, Paulo Freire, que desde os anos 1960 e 1970 apontam paradoxos relacionados à educação mundial e brasileira. Educadores audaciosos, pois colocam em questão aquilo que jamais a sociedade pensou em questionar, a Escola e a Educação. Ivan llich destaca que o primeiro e maior paradoxo é a crença em uma educação universal, aberta e igualitária, que objetiva o atendimento a todos, independentemente de classe social, no entanto, a escola é seletiva e legitimadora da hierarquia social, quem não teve a oportunidade de frequentá-la já está desclassificado. Outra importante questão salientada por Illich é que a gestão escolar democrática é construída no decorrer do processo, contemplando a participação e engajamento de toda comunidade escolar, porém, paradoxalmente, o que ainda vemos são ranços de autoritarismo. Paulo Freire apresenta três grandes conceitos do seu referencial teórico: a conscientização, a práxis e a autonomia, trazendo-nos o entendimento desses e nos apresentando os paradoxos. Freire nos conduz à reflexão acerca do hodierno cenário mundial da geopolítica capitalista, que norteia as transformações sociais, políticas, econômicas, que produz uma estrutura educacional engessada que não desenvolve autonomia do sujeito e muito menos o conscientiza. Para Freire, a autonomia é fruto de uma escola libertadora que auxilia na capacidade crítica do indivíduo, contribuindo para uma educação reflexiva, crítica, autônoma e conscientizadora, sempre aberta ao inédito viável.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to emphasize the different paradoxes of Brazilian education. Stimulated in this research by two great renowned educators. One of libertarian education, Ivan Illich and another of liberating education, Paulo Freire, who since the 1960s and 1970s point out paradoxes related to the world and Brazilian education. Audacious educators, because they called into question what society has never thought to question, the School and Education. Ivan Illich emphasizes that the first and greatest paradox is the belief in a universal, open and egalitarian education, which aims at attending to all, regardless of social class, however, the school is selective and legitimized of the social hierarchy, the one who hasn&#8217;t the opportunity to attend it, is already disqualified. Another important point emphasized by Illich is that democratic school management is built in the course of the process contemplating the participation and engagement of every school community, but, paradoxically, what we still see are traces of authoritarianism. Paulo Freire presents three main concepts of his theoretical framework: awareness, práxis, and autonomy, bringing us its understanding and presenting us with paradoxes. Freire leads us to reflect on the current world&#8217;s capitalist geopolitics that guides the social, political and economic transformations, which produces an embedded educational structure that does not develop the individual&#8217;s autonomy and much less makes him aware. For Freire, autonomy is the fruit of a liberating school that assists the individual on his critical capacity, contributing to a reflexive, critical, autonomous and conscientious education, always open to the unprecedented viable.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo anhela enfatizar las diferentes paradojas de la educación brasileña. En esta investigación, dos grandes renombrados educadores, uno de la educación libertaria, Ivan Illich y, otro de la educación libertadora, Paulo Freire, que desde los años 1960 y 1970 apunta paradojas relacionadas con la educación mundial y brasileña. Educadores audaces, pues ponen en cuestión lo que jamás la sociedad pensó en cuestionar, la Escuela y la Educación. Ivan llich destaca que la primera y mayor paradoja es la creencia en una educación universal, abierta e igualitaria, que objetiva la atención a todos, independientemente de clase social, sin embargo, la escuela es selectiva y legitimadora de la jerarquía social, quien no tuvo la oportunidad de asistirla, ya está descalificado. Otra importante cuestión subrayada por Illich es que la gestión escolar democrática se construye en el transcurso del proceso contemplando la participación y el compromiso de toda comunidad escolar, pero paradójicamente, lo que vemos todavía son rasgos de autoritarismo. Paulo Freire presenta tres grandes conceptos de su referencial teórico: la concientización, la praxis y la autonomía, trayéndonos el entendimiento de esos y presentándonos las paradojas. Freire nos conduce a la reflexión acerca del actual escenario mundial de la geopolítica capitalista, que orienta las transformaciones sociales, políticas, económicas, que produce una estructura educativa enyesada que no desarrolla autonomía del sujeto y mucho menos lo concientiza. Para Freire la autonomía es fruto de una escuela libertadora que auxilia en la capacidad crítica del individuo, contribuyendo a una educación reflexiva, crítica, autónoma y concientizadora, abierta, siempre, al inédito viable.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paradoxo]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ivan Illich]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[Intervenção social]]></kwd>
<kwd lng="en"><![CDATA[Paradox]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Ivan Illich]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Social intervention]]></kwd>
<kwd lng="es"><![CDATA[Paradoja]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Ivan Illich]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[Intervención social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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