<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782022000200105</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n61.15794</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO LIBERTADORA CONTRA A IGNORÂNCIA E A BARBÁRIE: NOTAS DO PENSAMENTO CRÍTICO DE PAULO FREIRE]]></article-title>
<article-title xml:lang="en"><![CDATA[LIBERATING EDUCATION AGAINST IGNORANCE AND BARBARISM: NOTES FROM THE CRITICAL THOUGHT OF PAULO FREIRE]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN LIBERADORA CONTRA LA IGNORANCIA Y LA BARBARIE: NOTAS SOBRE EL PENSAMIENTO CRÍTICO DE PAULO FREIRE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Alex Sander da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Karoline Cipriano dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[Criciúma Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[Criciúma Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<numero>61</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782022000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782022000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782022000200105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação brasileira, ironicamente, segue como alvo de uma política de desregulamentação do Estado e de interesses mercadológicos do capital financeiro. Nessa perspectiva, o cenário brasileiro no âmbito educacional se configura de modo obscurantista, sobretudo, pelos cortes de verbas, se transforma numa arena de conflitos ideológicos em que professores são caracterizados como &#8220;doutrinadores ideológicos&#8221; e com o interesse de redução drástica da formação humanista e que entende o conhecimento hierarquizado por sua utilidade e identificado pelo vocabulário da prática. Este ensaio pretende refletir sobre os sentidos do &#8220;educar&#8221; (formar), na perspectiva das contribuições da educação como prática de liberdade e autonomia de Paulo Freire. Primeiramente, buscamos uma exposição do pensamento de Freire, sobretudo, de sua análise da educação bancária e o seu contraponto na educação libertadora. Num segundo momento, tratamos sobre a educação como resistência critica a ignorância e a barbárie na atual condição do campo educacional brasileiro em tempos de neoconservadorismo, de modo particular, num exercício do pensamento crítico sobre esse nosso tempo social, que tenta uma negação do pensamento freireano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Brazilian education, ironically, remains the target of a policy of deregulation of the state and market interests of finance capital. From this perspective, the scenario Brazilian educational configures obscurantists shaped, above all, by funding cuts, it becomes an arena of ideological conflicts in which teachers are characterized as &#8220;ideological indoctrinators&#8221; and with the interest of drastically reducing humanist and which understands knowledge hierarchized by its usefulness and identified by the vocabulary of the practice. This essay intends to reflect on the senses of "educating" (forming), in the perspective of the contributions of education as a practice of freedom and autonomy by Paulo Freire. Firstly, we seek an exposition of Freire's thinking, especially his analysis of banking education and its counterpoint in liberating education. In a second moment, we deal with education as a critical resistance to ignorance and barbarism in the current condition of the Brazilian educational field in times of neoconservatism, particularly in an exercise of critical thinking about our social time, which attempts to deny Freire's thought.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Irónicamente, la educación brasileña sigue siendo objeto de una política de desregulación por parte del Estado y de los intereses mercantiles del capital financiero. En esta perspectiva, el escenario brasileño en el campo educativo se configura de forma oscurantista, sobre todo, por los recortes presupuestarios, se convierte en arena de conflictos ideológicos en los que los docentes son caracterizados como "adoctrinadores ideológicos" y con el interés de reducción drástica de formación humanista y pedagógica que entiende el conocimiento jerarquizado por su utilidad e identificado por el vocabulario de la práctica. Este ensayo pretende reflexionar sobre los significados de &#8220;educar&#8221; (formar), en la perspectiva de los aportes de la educación como práctica de libertad y autonomía de Paulo Freire. En primer lugar, buscamos una exposición del pensamiento de Freire, sobre todo, su análisis de la educación bancaria y su contrapunto en la educación liberadora. En un segundo momento, abordamos la educación como resistencia que critica la ignorancia y la barbarie en la condición actual del campo educativo brasileño en tiempos del neoconservadurismo, en particular, en un ejercicio de pensamiento crítico sobre nuestro tiempo social, que trata de negar el pensamiento freireano.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[emancipação]]></kwd>
<kwd lng="pt"><![CDATA[ignorância]]></kwd>
<kwd lng="pt"><![CDATA[barbárie]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[emancipation]]></kwd>
<kwd lng="en"><![CDATA[ignorance]]></kwd>
<kwd lng="en"><![CDATA[barbarism.]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[emancipación]]></kwd>
<kwd lng="es"><![CDATA[ignorancia]]></kwd>
<kwd lng="es"><![CDATA[barbarie.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
