<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442018000200223</article-id>
<article-id pub-id-type="doi">10.5902/1984644427228</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação e complexidade: um diálogo possível]]></article-title>
<article-title xml:lang="en"><![CDATA[Education and complexity: a possible dialogue]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Elza Maria Neffa Vieira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Krishna Neffa Vieira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<fpage>223</fpage>
<lpage>234</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442018000200223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442018000200223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442018000200223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Por supor que a filosofia de Paulo Freire se encontra impregnada de elementos de complexidade, um dos princ&#237;pios da transdisciplinaridade, este artigo analisa as premissas do pensamento complexo identificando suas aproxima&#231;&#245;es com os pressupostos freirianos, entendidos como elementos organizadores do conhecimento e estimuladores do esp&#237;rito problematizador-criativo dos sujeitos hist&#243;ricos atuantes na educa&#231;&#227;o brasileira. O estudo aponta elementos da abordagem transdisciplinar no pensamento de Paulo Freire por ele vislumbrar a educa&#231;&#227;o como caminho de autonomia e liberta&#231;&#227;o, a partir de um m&#233;todo de ensino entendido como campo de constru&#231;&#227;o de conhecimento que incorpora a dimens&#227;o ontol&#243;gica do ser humano e a pr&#225;tica educativa formadora de um sujeito transdisciplinar comprometido com a gera&#231;&#227;o de novas estrat&#233;gias articuladas ao bem comum em um processo cont&#237;nuo de aprendizagem e de atua&#231;&#227;o pol&#237;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract By assuming that Paulo Freire&#180;s philosophy is impregnated with elements of complexity, one of the principles of interdisciplinary methodology, this article aims to examine the principles of the complex thought in an attempt to identify their similarities with Freire&#180;s assumptions. They can be recognized as organizing elements of knowledge as well as stimulants of the problem solving-creative spirit of historic subjects acting in brazilian education. The bibliographical study shows that Paulo Freire absorbs the transdisciplinary approach when he envisions education as a path towards autonomy and liberation. Freire views it as a teaching method, not only as a construction field of knowledge which incorporates the ontological dimension of the human being, but also as an educational practice which enables the emergence of a transdisciplinary subject committed to the generation of new strategies that aim the common good in a continuous process of learning and political action.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Sujeito Transdisciplinar]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
<kwd lng="en"><![CDATA[Transdisciplinary Subject]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FREIRE]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia do Oprimido]]></source>
<year></year>
<edition>13</edition>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
