<?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>S1982-03052024000400400</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.85391</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TRILHANDO CAMINHOS: um ensaio autobiográfico sobre a democratização da educação superior no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[TREADING PATHS: an autobiographical essay on the democratization of college education in brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[TRAZANDO CAMINOS: un ensayo autobiográfico sobre la democratización de la educación superior en Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Cádia Carolina Morosetti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferraz]]></surname>
<given-names><![CDATA[Viviane Martins Vital]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarturi]]></surname>
<given-names><![CDATA[Rosane Carneiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>79</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000400400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000400400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000400400&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio está entrelaçado à reflexão originada durante a elaboração do projeto de tese para o doutorado em educação. Ele aborda a democratização do acesso ao ensino superior no Brasil, focalizando nas políticas públicas de expansão e interiorização. Construída a partir da abordagem autobiográfica, entrelaçada à trajetória pessoal (micro-história), em relação ao ensino superior, destacando como a conscientização se torna um ato de libertação frente às amarras do mercado e do neoliberalismo (macro-história). Esse exercício é enriquecido com uma revisão bibliográfica fundamentada no legado de Freire (2011, 2019), entre outros, que se concentra na inconclusão e na busca pelo ser mais, permitindo interpretações renovadas das pedagogias que identificam e criticam os interesses de grupos, classes e nações dominantes, enquanto oferecem esperança por dias melhores por meio de estratégias colaborativas inspiradas nos inéditos-viáveis freirianos. Delineando uma formação humana profissional voltada para a pedagogia como prática de libertação e de reflexão-ação, possibilitando que o indivíduo se constitua como sujeito de sua própria história. Um lugar de luta, de resistência e de formação permanente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay is intertwined with the reflection that emerged during the preparation of the doctoral thesis project in education. The Thesis addresses the democratization of access to college education in Brazil, focusing on Public Policies for expansion and internalization. Built from the autobiographical approach, intertwined with the personal trajectory (micro-history), in relation to higher education, highlighting how awareness becomes an act of freedom from the limitations of the market and neoliberalism (macro-history). This exercise is enriched with a bibliographical review based on the legacy of Freire (2011, 2019), which focuses on inconclusiveness and the search for being more, allowing renewed interpretations of pedagogies that identify and critique the interests of dominant groups, classes and nations, while offering hope for better days through collaborative strategies inspired by Freirian unprecedented-viable. Outlining a professional human training focused on pedagogy as a practice of freedom and reflection-action, enabling the individual to constitute themselves as part of their own history. A place of struggle, resistance and permanent formation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este ensayo está entrelazado con la reflexión originada durante la elaboración del proyecto de tesis para el doctorado en educación. Aborda la democratización del acceso a la educación superior en Brasil, centrándose en las Políticas Públicas de expansión y descentralización. Construido a partir del enfoque autobiográfico, entrelazado con la trayectoria personal (micro-historia), en relación con la educación superior, destacando cómo la concienciación se convierte en un acto de liberación frente a las ataduras del mercado y del neoliberalismo (macro-historia). Este ejercicio se enriquece con una revisión bibliográfica fundamentada en el legado de Freire (2011, 2019), que se centra en la inconclusión y en la búsqueda del ser más, permitiendo interpretaciones renovadas de las pedagogías que identifican y critican los intereses de grupos, clases y naciones dominantes, mientras ofrecen esperanza por días mejores a través de estrategias colaborativas inspiradas en los inéditos-viables freirianos. Delineando una formación humana profesional orientada a la pedagogía como práctica de liberación y de reflexión-acción, posibilitando que el individuo se constituya como sujeto de su propia historia. Un lugar de lucha, de resistencia y de formación permanente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[democratização da educação]]></kwd>
<kwd lng="pt"><![CDATA[políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[direito à educação.]]></kwd>
<kwd lng="en"><![CDATA[democratization of education]]></kwd>
<kwd lng="en"><![CDATA[public policy]]></kwd>
<kwd lng="en"><![CDATA[right to education.]]></kwd>
<kwd lng="es"><![CDATA[democratización de la educación]]></kwd>
<kwd lng="es"><![CDATA[políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[derecho a la educación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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