<?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>1982-7806</journal-id>
<journal-title><![CDATA[Cadernos de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Hist. Educ.]]></abbrev-journal-title>
<issn>1982-7806</issn>
<publisher>
<publisher-name><![CDATA[EDUFU - Editora da Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-78062023000100048</article-id>
<article-id pub-id-type="doi">10.14393/che-v22-2023-176</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Paulo Freire: um olhar para a história de alfabetização do Educador da liberdade]]></article-title>
<article-title xml:lang="es"><![CDATA[Paulo Freire: una mirada a la historia de la alfabetización del Educador de la libertad]]></article-title>
<article-title xml:lang="en"><![CDATA[Paulo Freire: a look at the literacy history of the Educator of freedom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Josélia Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-78062023000100048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-78062023000100048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-78062023000100048&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A história inicial de aprendizagem da leitura e da escrita de profissionais da literatura e educação representou a principal mobilização deste trabalho. O objetivo foi compreender como ocorreu o processo de alfabetização de Paulo Freire. Embora existam registros sobre essa trajetória, avaliamos ser necessária uma elaboração mais específica sobre o tema, sobretudo pela importância que o ato de alfabetizar teve na vida do educador ao longo de sua vida. A metodologia adotada foi a pesquisa bibliográfica e a pesquisa narrativa. A alfabetização de Paulo Freire desde cedo vislumbrava um conjunto de aprendizagens envolvendo o binômio, condição social e saber formal, aspectos pedagógicos inseparáveis também em seus trabalhos, o que o levava a rejeitar as proposições mecanicistas das cartilhas. Assim, muitos dos elementos presentes em seu processo de compreensão do sistema da leitura e da escrita repercutiram profundamente no decorrer de sua atuação crítica, educadora e humanista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La historia inicial de aprender a leer y escribir desde la literatura y los profesionales de la educación representó la principal movilización de este trabajo. El objetivo era comprender cómo se desarrolló el proceso de alfabetización de Paulo Freire. Si bien existen registros sobre esta trayectoria, creemos que es necesaria una elaboración más específica sobre el tema, especialmente por la importancia que ha tenido el acto de alfabetización en la vida del educador a lo largo de su vida. La metodología adoptada fue la investigación bibliográfica y la investigación narrativa. La alfabetización de Paulo Freire desde temprana edad vislumbraba un conjunto de aprendizajes que involucraban el binomio, la condición social y el conocimiento formal, aspectos pedagógicos inseparables también en sus obras, lo que lo llevó a rechazar las proposiciones mecanicistas de los folletos. Así, muchos de los elementos presentes en su proceso de comprensión del sistema de lectura y escritura tuvieron un profundo impacto en su labor crítica, educativa y humanística.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The early history of learning to read and write of literature and education professionals represented the main mobilization of this work. The purpose was to understand how Paulo Freire&#8217;s literacy process happened. Although there are records about this trajectory, we believe that a more specific elaboration on the subject is necessary, especially due to the importance that the act of literacy had in the educator&#8217;s life throughout his existence. The methodology adopted was bibliographical research and narrative research. Early on, Paulo Freire&#8217;s literacy was a set of learning processes involving the binomial social condition and formal knowledge, inseparable pedagogical aspects also in his work, which led him to reject the mechanistic propositions of the spelling books. Thus, many of the elements present in his process of understanding the reading and writing systems had a profound impact on his critical, educational and humanist work.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Educação crítica]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[Literatura]]></kwd>
<kwd lng="es"><![CDATA[Educación crítica]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Critical education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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