<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722018000100173</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2018.24.268</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Paulo Freire, el INEA y la educación de jóvenes y adultos en México]]></article-title>
<article-title xml:lang="pt"><![CDATA[Paulo Freire, o INEA e a educação de jovens e adultos no México]]></article-title>
<article-title xml:lang="en"><![CDATA[Paulo Freire, the INEA and the education of youths and adults in Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Adriano Larentes da]]></surname>
<given-names><![CDATA[Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>9</volume>
<numero>24</numero>
<fpage>173</fpage>
<lpage>188</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722018000100173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722018000100173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722018000100173&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo retoma la visita de Paulo Freire al Instituto Nacional para la Educación de Adultos (INEA), en la ciudad de México, en 1983. El objetivo es entender cuáles eran entonces las grandes cuestiones y desafíos relacionados con la educación de jóvenes y adultos (EJA) y cuáles siguen presentes hoy. A partir de las observaciones hechas por Freire durante su visita, se abordarán temas centrales en el debate sobre la EJA, como la opción por el autodidactismo y la solidaridad social y el trabajo por medio de asesorías y metas en la educación de jóvenes y adultos. El análisis sobre los temas propuestos se realizará a partir de la biografía y de los escritos de Paulo Freire, así como de un conjunto de materiales colectados durante el trabajo de campo realizado entre 2014 y 2015 en la Ciudad de México, Chiapas, Puebla y San Luis de Potosí. En esta investigación participaron más de 150 educandos de la EJA y más de 50 personas con tareas de coordinación, formación, producción de materiales didácticos, acompañamiento y asesoría a jóvenes y adultos. Todo ello permitió establecer innumerables conexiones entre el pensamiento freireano, la educación popular, las políticas públicas para la EJA en México y demás países latinoamericanos, y los desafíos actuales para la materialización de la EJA en el ámbito del INEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho retoma a visita de Paulo Freire ao Instituto Nacional para la Educación de Adultos (INEA), na cidade do México, em 1983. O objetivo é entender quais eram então as grandes questões e desafios relacionados com a educação de jovens e adultos (EJA) e quais continuam presentes hoje. A partir das observações feitas por Freire durante sua visita, se abordaram temas centrais no debate sobre a EJA, como a opção pelo autodidatismo e a solidariedade social, e o trabalho por meio de assessorias e metas na educação de jovens e adultos. A análise sobre estes temas se realizará a partir da biografia e dos escritos de Paulo Freire, assim como de um conjunto de materiais coletados durante o trabalho de campo realizado entre 2014 e 2015 na Cidade do México, Chiapas, Puebla e San Luis de Potosí. Nesta investigação participaram mais de 150 educandos da EJA e mais de 50 pessoas com tarefas de coordenação, formação, produção de materiais didáticos, acompanhamento e assessoria a jovens e adultos. Tudo isso permitiu estabelecer inumeráveis conexões entre o pensamento freireano, a educação popular, as políticas públicas para a EJA no México e outros países latino-americanos, e os desafios atuais para a materialização da EJA no âmbito do INEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article reviews the visit carried out by Paulo Freire at the National Institute for Adult Education (Instituto Nacional para la Educación de Adultos, INEA) in Mexico-City in 1983. The purpose is to contextualize this visit and understand which were then the prevailing questions and challenges of youth and adult education and what they still are nowadays. Starting from the observations that Freire expressed during its visit the author approaches central issues in the debate about youth and adult education, such as the choice for self-learning and social solidarity, the work based on tutorship and the goals in youth and adult education. The analysis about those subjects starts from Paulo Freire&#8217;s biography and his writings and from a whole of materials gathered during the research stay the author carried out in Mexico City, Chiapas, Puebla and San Luis Potosí between 2014 and 2015. More than 150 adults and youth took part in this research and more than 50 members of the academic staff with coordination, training, didactic material production or tutorship responsibilities. The whole allowed to establish numberless connections between Freire&#8217;s way of thinking, popular education, the public policies for adult and youth education in Mexico and in other countries of Latin America and the current challenges for materializing the adult and youth education within the National Institute for Adult Education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[INEA]]></kwd>
<kwd lng="es"><![CDATA[educación de jóvenes y adultos]]></kwd>
<kwd lng="es"><![CDATA[solidaridad social]]></kwd>
<kwd lng="es"><![CDATA[autodidactismo]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[INEA]]></kwd>
<kwd lng="pt"><![CDATA[educação de jovens e adultos]]></kwd>
<kwd lng="pt"><![CDATA[autodidatismo]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[INEA]]></kwd>
<kwd lng="en"><![CDATA[youth and adult education]]></kwd>
<kwd lng="en"><![CDATA[self-learning]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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