<?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>S1981-416x2024000100090</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.080.ds06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Madalena Freire: a paixão de conhecer o mundo pela alegria de ensinar e aprender]]></article-title>
<article-title xml:lang="en"><![CDATA[Madalena Freire: the passion to know the world through the joy of teaching and learning]]></article-title>
<article-title xml:lang="es"><![CDATA[Madalena Freire: la pasión de conocer el mundo a través del placer de enseñar y aprender]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nörnberg]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cava]]></surname>
<given-names><![CDATA[Patrícia Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porto]]></surname>
<given-names><![CDATA[Gilceane Caetano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas Faculdade de Educação Departamento de Ensino]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas Faculdade de Educação Departamento de Fundamentos da Educação]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pelotas Faculdade de Educação Departamento de Ensino]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>80</numero>
<fpage>90</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000100090&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é apresentar a trajetória profissional e a produção teórica de Madalena Freire. Realiza-se uma revisão bibliográfica para discutir as principais contribuições de seu pensamento pedagógico com base em quatro obras: A paixão de conhecer o mundo (1983; 1988); Observação, registro, reflexão - Instrumentos metodológicos I (1996); Avaliação e Planejamento: a prática educativa em questão. Instrumentos metodológicos II (1997); e, Educador, educa a dor (2017). A partir dessa revisão, articulada ao testemunho pedagógico das autoras, são discutidas e afirmadas as seguintes ideias-força: o compromisso com a docência e o ensino como atos políticos e pedagógicos; a escola como lugar de exercício da democracia e do trabalho em grupo; a pedagogia democrática, construída por meio da escuta, do cuidado e da aposta na capacidade das crianças de conhecer o mundo e construir conhecimentos mediados pela leitura e escrita; a disciplina intelectual mediante o estudo e o registro. O testemunho-pedagógico é o da paixão de conhecer o mundo pela paixão de ensinar e aprender com o outro na imprevisibilidade e irrepetibilidade de cada ato educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this article is to present the professional career and theoretical production of Madalena Freire. A bibliographical review is carried out to discuss the main contributions of her pedagogical thinking based on four works: A paixão de conhecer o mundo (1983; 1988); Observação, registro, reflexão - Instrumentos metodológicos I (1996); Avaliação e Planejamento: a prática educativa em questão. Instrumentos metodológicos II (1997) and Educador, educa a dor (2017). Based on this review, combined with the authors' pedagogical testimony, the following key ideas are discussed and affirmed: the commitment to teaching and teaching as political and pedagogical acts; the school as a place to exercise democracy and group work; democratic education, built through listening, care and the betting on children's ability to know the world and build knowledge mediated by reading and writing; intellectual discipline through study and registration. The pedagogical testimony is that of the passion to know the world through the passion to teach and learn with others in the unpredictability and unrepeatability of each educational act.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es presentar la trayectoria profesional y la producción teórica de Madalena Freire. Se realiza una revisión bibliográfica para discutir las principales contribuciones de su pensamiento pedagógico a partir de cuatro obras: A paixão de conhecer o mundo (1983; 1988); Observação, registro, reflexão - Instrumentos metodológicos I (1996); Avaliação e Planejamento: a prática educativa em questão. Instrumentos metodológicos II (1997), y, Educador, educa a dor (2017). A partir de esta revisión, combinada con el testimonio pedagógico de los autores, se discuten y afirman las siguientes ideas principales: el compromiso con la enseñanza y la enseñanza como actos políticos y pedagógicos; la escuela como un lugar para ejercer la democracia y el trabajo en grupo; la pedagogía democrática, construida a través de la escucha, el cuidado y la apuesta en la capacidad de los niños para conocer el mundo y construir el conocimiento mediado por la lectura y la escritura; la disciplina intelectual a través del estudio y el registro. El testimonio pedagógico es el de la pasión por conocer el mundo a través de la pasión por enseñar y aprender con otros en la imprevisibilidad e irrepetibilidad de cada acto educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pensamento pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Registro]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento.]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical thinking]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Registration]]></kwd>
<kwd lng="en"><![CDATA[Planning.]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Matriculación]]></kwd>
<kwd lng="es"><![CDATA[Planificación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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