<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000400159</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.62017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O DESENVOLVIMENTO DE UMA PEDAGOGIA NARRATIVA NO BRASIL: as contribuições de Paulo Freire]]></article-title>
<article-title xml:lang="en"><![CDATA[THE DEVELOPMENT OF NARRATIVE PEDAGOGY IN BRAZIL: Paulo Freire's contributions]]></article-title>
<article-title xml:lang="es"><![CDATA[EL DESARROLLO DE LA PEDAGOGÍA NARRATIVA EN BRASIL: las contribuciones de paulo freire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Joelson de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Helen Arantes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bragança]]></surname>
<given-names><![CDATA[Inês Ferreira de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas (UNICAMP)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas (UNICAMP)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Campinas (UNICAMP)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>67</numero>
<fpage>159</fpage>
<lpage>171</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000400159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000400159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000400159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Tecemos uma reflexão de abordagem teórica bibliográfica neste texto, com o objetivo de compreender o pensamento de Paulo Freire no contexto de uma pedagogia narrativa no Brasil. As ideias partem de reflexões das obras Pedagogia do Oprimido, Pedagogia da Autonomia e Educação como Prática de Liberdade de Paulo Freire (2013; 1996; 2014) em articulação com Josso (2010), Bragança (2018), Passeggi (2011; 2016), e outros. O objetivo é fazer um diálogo entre os autores operando sobre a pedagogia narrativa como uma prática da liberdade. Interrogamos as políticas de formação e suas contribuições na construção da formação de professores. Os resultados mostram que a pedagogia narrativa empreendida por Freire, representou um &#8220;divisor de águas&#8221; no campo da formação de professores, reverberando em diferentes correntes epistemológicas, como na tessitura das pesquisas em educação e na consequente ampliação do campo das narrativas (auto)biográficas na educação e em outras áreas do conhecimento. Seu legado é inestimável para a sociedade brasileira, permeando diferentes temporalidades e alcançando várias outras gerações de professores pesquisadores narradores na formação humana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We weave a theoretical bibliographical reflection in this text, aiming to understand Paulo Freire's thought in the context of a narrative pedagogy in Brazil. The ideas come from reflections on the works Pedagogy of the Oppressed, Pedagogy of Autonomy and Education as a Practice of Freedom by Paulo Freire (2013; 1996; 2014) in conjunction with Josso (2010), Bragança (2018), Passeggi (2011; 2016), and others. The objective is to create a dialogue between authors operating on narrative pedagogy as a practice of freedom. We question the training policies and their contributions to the construction of teacher training. The results show that the narrative pedagogy undertaken by Freire undertook, represented a "watershed" in the field of teacher education, reverberating in different epistemological currents, as in the fabric of research in education and in the consequent expansion of the field of narratives (self) in education and in other areas of knowledge. His legacy is invaluable for Brazilian society, permeating different temporalities and reaching several other generations of teacher-researchers narrators in human formation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Tejemos una reflexión bibliográfica teórica en este texto, con el objetivo de comprender el pensamiento de Paulo Freire en el contexto de una pedagogía narrativa en Brasil. As ideias partem de reflexões das obras Pedagogia do Oprimido, Pedagogia da Autonomia e Educação como Prática de Liberdade de Paulo Freire (2013; 1996; 2014) em articulação com Josso (2010), Bragança (2018), Passeggi (2011; 2016), y otra. El objetivo es crear un diálogo entre autores que operan sobre la pedagogía narrativa como práctica de libertad. Interrogamos las políticas de formación y sus aportes a la construcción de la formación docente. Los resultados muestran que la pedagogía narrativa emprendida por Freire representó un "hito" en el campo de la formación del profesorado, repercutiendo en distintas corrientes epistemológicas, como en el tejido de la investigación en educación y en la consiguiente expansión del campo de las narrativas (autoevaluación). ) en educación y en otras áreas del conocimiento. Su legado es invaluable para la sociedad brasileña, permeando diferentes temporalidades y llegando a varias otras generaciones de narradores docentes-investigadores en la formación humana.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[escritas narrativas (auto)biográficas]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[narrative (self) biographical writings]]></kwd>
<kwd lng="en"><![CDATA[formation of teachers]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[escritos narrativos (auto)biográficos]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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