<?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>S0104-40602017000300153</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.49313</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educa&#231;&#227;o permanente e as imperman&#234;ncias na educa&#231;&#227;o]]></article-title>
<article-title xml:lang="en"><![CDATA[Continuing education and the inconstancies of education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camozzato]]></surname>
<given-names><![CDATA[Viviane Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Marisa Vorraber]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Bagé Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>spe</volume>
<numero>1</numero>
<fpage>153</fpage>
<lpage>169</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602017000300153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602017000300153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602017000300153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste trabalho discutimos as conex&#245;es entre as transforma&#231;&#245;es socioculturais advindas com a condi&#231;&#227;o p&#243;s-moderna e a concep&#231;&#227;o de educa&#231;&#227;o permanente. O corpus de an&#225;lise &#233; o livro Aprender a ser, de Faure et al. (1972), resultante de relat&#243;rio da Comiss&#227;o Internacional para o Desenvolvimento da Educa&#231;&#227;o, presidida por Edgar Faure, e estabelecida pela Organiza&#231;&#227;o das Na&#231;&#245;es Unidas para a Educa&#231;&#227;o, a Ci&#234;ncia e a Cultura (UNESCO). A partir da no&#231;&#227;o de &#8220;aprender a ser&#8221;, delineamos e problematizamos as condi&#231;&#245;es hist&#243;ricas que tornaram poss&#237;vel a emerg&#234;ncia da educa&#231;&#227;o permanente e sua formula&#231;&#227;o como um imperativo contempor&#226;neo. Nosso objetivo foi questionar a rede de poder-saber que tem tracejado, mantido e disseminado as pol&#237;ticas de educa&#231;&#227;o permanente e suas rela&#231;&#245;es com o &#8220;aprender a ser&#8221;. Procuramos mostrar que tais pol&#237;ticas estimulam os sujeitos a se remodelarem constantemente frente &#224; diversifica&#231;&#227;o constante de demandas n&#227;o apenas socioculturais, mas tamb&#233;m pol&#237;ticas e econ&#244;micas. Argumentamos que a educa&#231;&#227;o permanente surge como uma resposta &#224;s imperman&#234;ncias da vida contempor&#226;nea, como uma forma de monitorar e administrar seus efeitos. Ressaltamos o jogo de perman&#234;ncias-imperman&#234;ncias que abre espa&#231;os de administra&#231;&#227;o e, ao mesmo tempo, de inven&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this paper we discuss the relation between socio-cultural changes pertaining to the postmodern condition and the conception of continuing education. The corpus of analysis is the book Learning to be, edited by Faure et al. (1972) as a result from the report of the International Commission on the Development of Education held by Edgar Faure and established by the United Nations Educational, Scientific and Cultural Organization (UNESCO). Starting from the notion of &#8216;learning to be&#8217;, we shape and problematize historical conditions that made the emergence of continuing education and its formulation as a contemporary imperative possible. Our goal is to question the web of power-knowledge that has formed, maintained and disseminated policies of continuing education and its relations with &#8216;learning to be&#8217;. We have sought to show that these policies stimulate subjects to reshape themselves constantly in the face of the continual diversification of socio-cultural, political and economic demands. We argue that continuing education appears as a response to inconstancies of contemporary life, as a way of monitoring and managing its effects. We also highlight that this game of constancies-inconstancies opens spaces of managing and inventing at the same time.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação permanente]]></kwd>
<kwd lng="pt"><![CDATA[Política educativa]]></kwd>
<kwd lng="pt"><![CDATA[Biopolítica e educação.]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Continuing education]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Biopolitics and education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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