<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602015000200049</article-id>
<article-id pub-id-type="doi">10.590/0101-4360.40937</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A cosmovisão antroposófica: educação e individualismo ético]]></article-title>
<article-title xml:lang="en"><![CDATA[The anthroposophic worldview: education and ethical individualism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanelli]]></surname>
<given-names><![CDATA[Rosely A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Mato Grosso Campus de Alto Araguaia ]]></institution>
<addr-line><![CDATA[Alto Araguaia Mato Grosso]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<volume>0</volume>
<numero>56</numero>
<fpage>49</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602015000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602015000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602015000200049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo trata de um recorte de uma pesquisa maior sobre Antroposofia e Pedagogia Waldorf, que situa esta como uma contribui&#231;&#227;o para o paradigma educacional atual. O referencial te&#243;rico utilizado traz estudos epistemol&#243;gicos de Rudolf Steiner e Marcelo da Veiga, compreendidos pela antropologia do imagin&#225;rio de Gilbert Durand e pela antropologia da complexidade do conhecimento de Edgar Morin. O individualismo &#233;tico &#233; apresentado como uma decorr&#234;ncia da teoria cognitiva proposta por Steiner e parte fundamental de sua cosmovis&#227;o na qual a Pedagogia Waldorf se insere. Tra&#231;a-se um paralelo entre a revela&#231;&#227;o, tratada por Durand, na vis&#227;o de homem tradicional, e o pensamento intuitivo, adquirido pela autorreflex&#227;o, proposta por Steiner como caminho de desenvolvimento individual. Ambos os caminhos pretendem conduzir a uma evolu&#231;&#227;o da alma humana, atrav&#233;s de um desenvolvimento cognitivo. Steiner descobre, por meio de seus estudos, a maneira de expressar, dentro do paradigma cl&#225;ssico vigente em sua &#233;poca, como o ser humano pode conduzir seu conhecimento at&#233; a revela&#231;&#227;o espiritual, que ele denomina de pensamento intuitivo. Segundo Veiga (1996), Steiner abre uma possibilidade da amplia&#231;&#227;o cognitiva humana abordando os aspectos mentais e espirituais, pertencentes &#224; noosfera, que podem vir a se revelar caso o homem desenvolva intencionalmente uma observa&#231;&#227;o ampliada. Esta capacidade de observa&#231;&#227;o amplia-se atrav&#233;s de procedimentos e exerc&#237;cios internos que partem do pensar racional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article is a fragment of a larger study on anthroposophy and Waldorf education, which places itself as a contribution to the current educational paradigm. The theoretical framework brings epistemological studies of Rudolf Steiner and Marcelo da Veiga, in the light of anthropology of imaginary by Gilbert Durand and the anthropology of knowledge complexity by Edgar Morin. The ethical individualism is presented as a result of the cognitive theory proposed by Steiner as a fundamental part of his worldview in which Waldorf education falls. It draws a parallel between the revelation, treated by Durand, in the traditional man's view, and intuitive thinking acquired by self-reflection, proposed by Steiner as path of individual development. Both ways lead to claim evolution of the human soul through a cognitive development. Steiner discovers through his studies, the way to express, within the classical paradigm prevailing in his time, how humans can lead their knowledge to spiritual revelation, which he called intuitive thinking. According to Veiga (1996), Steiner opens a possibility of human cognitive expansion addressing mental and spiritual aspects, belonging to the noosphere, which may ultimately be proved if man intentionally develops enlarged viewing. This observation capacity expands through internal procedures and exercises that depart from rational thinking.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Antroposofia]]></kwd>
<kwd lng="pt"><![CDATA[cognição]]></kwd>
<kwd lng="pt"><![CDATA[individualismo ético]]></kwd>
<kwd lng="pt"><![CDATA[imaginário e complexidade]]></kwd>
<kwd lng="en"><![CDATA[Anthroposophy]]></kwd>
<kwd lng="en"><![CDATA[cognition]]></kwd>
<kwd lng="en"><![CDATA[ethical individualism]]></kwd>
<kwd lng="en"><![CDATA[imaginary and complexity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
