<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092025000100510</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.20.24538.065</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aporias sociopolíticas e pedagógicas em tempos líquidos: tematizando a educação republicana e democrática por instigação de Zygmunt Bauman]]></article-title>
<article-title xml:lang="en"><![CDATA[Sociopolitical and pedagogical aporias in liquid times: addressing republican and democratic education through the insights of Zygmunt Bauman]]></article-title>
<article-title xml:lang="es"><![CDATA[Aporías sociopolíticas y pedagógicas en tiempos líquidos: tematizando la educación republicana y democrática a partir de Zygmunt Bauman]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arenhart]]></surname>
<given-names><![CDATA[Livio Osvaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[Martin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arenhart]]></surname>
<given-names><![CDATA[Amabilia Beatriz Portela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hahn]]></surname>
<given-names><![CDATA[Noli Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Faculdade CNEC de Santo Ângelo  ]]></institution>
<addr-line><![CDATA[Santo Ângelo Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões (URI)  ]]></institution>
<addr-line><![CDATA[Santo Ângelo Rio Grande do Sul]]></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>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092025000100510&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092025000100510&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092025000100510&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, reflete-se sobre o enfrentamento das aporias sociopolíticas e pedagógicas em tempos líquidos como possibilidade e defesa de uma educação republicana e democrática. O problema que orienta a reflexão, instigado pelo pensamento de Zygmunt Bauman, foi assim formulado: Como a explicitação das aporias sociopolíticas e pedagógicas contribui para a tomada de decisões lúcidas no campo prático-social? O movimento reflexivo está estruturado em três passos. No primeiro, foram organizadas algumas ideias sobre o pensamento aporético. No segundo passo, aborda-se a justificação moral da forma republicana e democrática de sociedade, que permite elaborar argumentos em defesa de uma educação voltada à formação dos novos para o mundo comum. Sobre essa formação, são articuladas considerações no terceiro passo. Compreende-se que a explicitação das aporias sociopolíticas e pedagógicas contribui para a tomada de decisões lúcidas no campo prático-social em defesa de uma escola pública republicana e democrática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article reflects on the confrontation of sociopolitical and pedagogical aporias in liquid times as a possibility and defense of republican and democratic education. The problem guiding the reflection, inspired by Zygmunt Bauman&#8217;s thought, was formulated as follows: How does the clarification of sociopolitical and pedagogical aporias contribute to lucid decision-making in the practical-social field? The reflective movement is structured in three steps. In the first, some ideas on aporetic thought were organized. In the second step, the moral justification of the republican and democratic form of society is addressed, which makes it possible to elaborate arguments in defense of an education aimed at preparing the young for the common world. On this formation, considerations are articulated in the third step. It is understood that clarifying sociopolitical and pedagogical aporias contributes to lucid decision-making in the practical-social field in defense of a republican and democratic public school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo reflexiona sobre el enfrentamiento de las aporías sociopolíticas y pedagógicas en tiempos líquidos como posibilidad y defensa de una educación republicana y democrática. El problema que guía la reflexión, instigado por el pensamiento de Zygmunt Bauman, se formuló de la siguiente manera: ¿Cómo contribuye la explicitación de las aporías sociopolíticas y pedagógicas a una toma de decisiones lúcida en el campo práctico-social? El movimiento reflexivo se estructura en tres pasos. En el primero, se organizaron algunas ideas sobre el pensamiento aporético. En el segundo paso, se aborda la justificación moral de la forma republicana y democrática de sociedad, lo que permite elaborar argumentos en defensa de una educación orientada a la formación de los nuevos para el mundo común. Sobre esa formación, se articulan consideraciones en el tercer paso. Se argumenta que la explicitud de las aporías sociopolíticas y pedagógicas contribuye a una lúcida toma de decisiones en el campo práctico-social en defensa de una escuela pública republicana y democrática.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aporias sociopolíticas e pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Tempos líquidos]]></kwd>
<kwd lng="pt"><![CDATA[Educação republicana e democrática]]></kwd>
<kwd lng="en"><![CDATA[Sociopolitical and pedagogical aporias]]></kwd>
<kwd lng="en"><![CDATA[Liquid times]]></kwd>
<kwd lng="en"><![CDATA[Republican and democratic education]]></kwd>
<kwd lng="es"><![CDATA[Aporías sociopolíticas y pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Tiempos líquidos]]></kwd>
<kwd lng="es"><![CDATA[Educación republicana y democrática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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