<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022016000300789</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201609150266</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação, empoderamento e lutas pelo reconhecimento: a questão dos direitos de cidadania]]></article-title>
<article-title xml:lang="en"><![CDATA[Education, empowerment and struggles for recognition:citizenry rights]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Manuel Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mühl]]></surname>
<given-names><![CDATA[Eldon Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[Passo Fundo RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>789</fpage>
<lpage>802</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022016000300789&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022016000300789&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022016000300789&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A revis&#227;o em baixa de certos direitos de cidadania, como os sociais e os laborais, em contextos de ajustamento estrutural e de crise econ&#244;mica, est&#225; a reacender as lutas pelo reconhecimento, j&#225; n&#227;o propriamente em termos de reconhecimento cultural ou identit&#225;rio, como de fato se verificou, com intensidade, nas duas &#250;ltimas d&#233;cadas, mas em termos de reconhecimento jur&#237;dico, ou seja, de respeito por expectativas que podem ser satisfeitas porque est&#227;o legalmente protegidas. A educa&#231;&#227;o, sendo fiel &#224; sua voca&#231;&#227;o de defesa da integridade da pessoa humana, pelo menos desde a afirma&#231;&#227;o iluminista desse valor, n&#227;o se pode alhear dessas brigas pelo reconhecimento jur&#237;dico. Tem seguramente um papel a desempenhar nessas contendas, mas qual, e de que modo? Esta &#233; a quest&#227;o de investiga&#231;&#227;o que leva a demandar tr&#234;s objetivos: o primeiro consiste em associar a educa&#231;&#227;o &#224;s brigas pelo reconhecimento, convocando, para o efeito, a &#8220;gram&#225;tica moral dos conflitos sociais&#8221; de Honneth; o segundo, vinculando educa&#231;&#227;o e empoderamento, procura mostrar que este &#250;ltimo, n&#227;o obstante dissensos interpretativos, pode ser interessante para definir o envolvimento da educa&#231;&#227;o nas lutas pelo reconhecimento jur&#237;dico; o terceiro, por fim, consiste em delimitar as principais articula&#231;&#245;es desse papel em termos de empoderamento. A investiga&#231;&#227;o, conjugando o quadro anal&#237;tico honnethiano com a revis&#227;o de literatura sobre diagn&#243;sticos da &#8220;recess&#227;o jur&#237;dica&#8221; que hoje se vive em diversos contextos, nomeadamente nos pa&#237;ses europeus mais fortemente atingidos pelas pol&#237;ticas de austeridade como modelo ou paradigma de resposta &#224; crise do euro, das d&#237;vidas p&#250;blicas e do Estado de bem-estar social, leva a concluir que a &#8220;era dos direitos&#8221; est&#225; sob amea&#231;a e que a educa&#231;&#227;o, mediante pr&#225;ticas de empoderamento bem delineadas, pode ser estrat&#233;gica na potencia&#231;&#227;o de rea&#231;&#245;es individuais e sociais ao ressurgimento desse tipo de amea&#231;a.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract The downward revision of certain citizenry rights, such as social and labor rights, in contexts of structural adjustment and economic crisis, is rekindling the struggles for recognition, not exactly as cultural or identity recognition as one has observed with intensity in the last two decades, but in terms of legal recognition, that is, the respect for the expectations that can be met because they are legally protected. Education, faithful to its vocation to defend the integrity of the human person, at least since the Enlightment statement of such value, cannot be unaware of such fights for legal recognition. It certainly has a role to play in these disputes, but which one and how? This is the subject of the this investigation which leads us to demand three objectives: the first one consists of associating education with the fights for recognition, calling for that effect the &#8220;moral grammar of the social conflicts&#8221; by Honneth; the second, linking education to empowerment, seeks to show that the latter, notwithstanding interpretative dissentions, may be interesting to define the involvement of education in the struggles for legal recognition; the third and final objective consists of outlining the main articulations of such role in terms of empowerment. The research, by combining Honneth&#180;s framework with the review of the literature on diagnostics of &#8220;legal recession&#8221; that we have been going through in several contexts, namely in the European countries more strongly affected by the austerity policies as a model or paradigm to respond to the crisis of Euro, of the public debt and the of welfare State, leads us to conclude that the &#8220;era of rights&#8221; is under threat and that education, by means of those well-defined practices of empowerment, may be strategic in potentiating individual and social reactions to the revival of this kind of threat.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Empoderamento]]></kwd>
<kwd lng="pt"><![CDATA[Reconhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Lutas]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Empowerment]]></kwd>
<kwd lng="en"><![CDATA[Recognition]]></kwd>
<kwd lng="en"><![CDATA[Struggles]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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