<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982025000100225</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698-48352</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DIGITAIS: NOTAS SOBRE O AMOR, O CARÁTER E A DOCÊNCIA]]></article-title>
<article-title xml:lang="es"><![CDATA[DIGITALES: NOTAS SOBRE EL AMOR, EL CARÁCTER Y LA ENSEÑANZA]]></article-title>
<article-title xml:lang="en"><![CDATA[DIGITALS: NOTES ON LOVE, CHARACTER, AND TEACHING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COPPI]]></surname>
<given-names><![CDATA[LUIZ ANTONIO CALLEGARI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[GABRIELA DE ARAUJO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo (SP)]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Cásper Líbero  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo (SP)]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982025000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982025000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982025000100225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo surge de uma afirmação e de uma narração. A primeira, postada pelo CEO da OpenAI, uma empresa estadunidense de tecnologia, responsável pela criação do ChatGPT, é a de que os professores logo se tornarão obsoletos devido aos avanços das inteligências artificiais (Altman, 2021). A segunda, apresentada por Mia Couto (2017), põe em cena uma lembrança do autor moçambicano: quando era criança, um de seus professores pediu à classe uma determinada tarefa e sentou-se em meio às crianças para ele mesmo também a realizar. Os dois eventos contrastam os sentidos da docência: de um lado, uma percepção atrelada à eficiência e à produtividade; do outro, um fazer docente que se justifica pelo compartilhamento da experiência de um ser humano com o mundo. Uma experiência amorosa e forjadora do caráter do professor em questão, que oferece aos estudantes a possibilidade de testemunharem um sujeito que, na relação com o universo da sua disciplina, faz a si mesmo. Nesse sentido, este artigo procurou sair da primeira percepção e, a partir do reconhecimento de que ela talvez não se afaste tanto do que outras linhas tecnicistas da pedagogia já propuseram, chegar ao relato de Mia Couto como um caso exemplar de uma docência pautada no amor, conforme concebido por Masschlein e Simons (2014a; 2014b), e no caráter, como o entende Jorge Larrosa (2018; 2014). Nosso intuito foi advogar por uma prática docente ciosa de si mesma e, assim, insubstituível.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo surge de una afirmación y de una narración. La primera, publicada por el CEO de OpenAI, que es una empresa de tecnología de EEUU que es responsable de la creación del ChatGPT, hace referencia a que los y las docentes pronto se tornarán obsoletos/as debido a los avances de las inteligencias artificiales. Por otro lado, la segunda nos la presenta Mia Couto y pone en escena un recuerdo del autor mozambiqueño: cuando era niño, un profesor suyo pidió a la clase que hiciera una determinada tarea y se sentó entre los niños y niñas para hacerla él mismo. Los dos acontecimientos contraponen los sentidos de la docencia: por un lado, está la percepción de ese sentido que la vincula a la eficiencia y a la productividad; por el otro lado, una enseñanza que se justifica por el hecho de compartir una experiencia de un ser humano con el mundo, una experiencia amorosa que forja el carácter del/de la docente en cuestión, una experiencia que ofrece a las y los estudiantes la posibilidad de presenciar a un sujeto que, en su relación con el mundo de la disciplina por la cual está a cargo, se hace a sí mismo. En ese sentido, este artículo buscó salir de la primera percepción y, a partir del reconocimiento que tal vez no esté tan lejos de lo que otras líneas tecnicistas de la pedagogía ya han propuesto, llegar al relato de Mia Couto como un caso ejemplar de una docencia pautada en el amor, tal como lo conciben Masschlein y Simons, y en el carácter, tal como lo entiende Jorge Larrosa. Nuestro objetivo aquí fue abogar por una práctica docente consciente de sí misma y, por lo tanto, insustituible.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article arises from a statement and a narrative. The former, posted by the CEO of OpenAI, a technology company from the US responsible for creating ChatGPT, is that teachers will soon become obsolete due to advances in artificial intelligence. The latter is presented to us by Mia Couto and it brings to the scene a memory from this Mozambican author: when he was a child, one of his teachers asked a specific task for the class and sat down among the children so that he could do it too. The two events show contrasting meanings for teaching: on one hand, a perception that links it to efficiency and productivity; on the other hand, a teaching practice that is justified by sharing the experience of a human being with the world, a loving and character-building experience involving the teacher in question, an experience which offers the students the possibility to witness a subject who, in his relation with the school subject he is responsible for, is also making himself. In that regard, this article attempted to depart from the first perception, with the recognition that it may not be so far from what other technical lines in pedagogy have already proposed, and approach Mia Couto&#8217;s report as an example for a teaching based on love, as conceived by Masschlein and Simons, and on character, as understood by Jorge Larrosa. Our intention with that is to advocate for a self-aware and, thus, irreplaceable teaching practice.]]></p></abstract>
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<kwd lng="pt"><![CDATA[experiência]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[mundo digital]]></kwd>
<kwd lng="es"><![CDATA[Experiencia]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Mundo Digital]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Digital World]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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