<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052025000100306</article-id>
<article-id pub-id-type="doi">10.12957/teias.2025.81478</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RELAÇÕES ENTRE ARTE E EDUCAÇÃO DEMOCRÁTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[RELATIONS BETWEEN ART AND DEMOCRATIC EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[RELACIONES ENTRE ARTE Y EDUCACIÓN DEMOCRÁTICA:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Immianovsky]]></surname>
<given-names><![CDATA[Charles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal Catarinense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>26</volume>
<numero>80</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052025000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052025000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052025000100306&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente texto relata um estudo teórico sobre a relação entre arte e educação democrática. A teorização é elaborada pela aproximação entre a perspectiva de educação democrática desenvolvida por Gert Biesta (2013), que se nomeou de educação na democracia, e o conceito de partilha do sensível desenvolvido por Jacques Rancière (2009). A educação na democracia é uma perspectiva de educação democrática alternativa ao caráter instrumental das perspectivas educação para a democracia e educação por meio da democracia, uma vez que está centrada em uma concepção política da subjetividade humana. Dessa aproximação conceitual se destaca a interrupção como elemento estético que imbrica arte, educação e democrática. Essa relação de imbricamento explicita a arte-educação como um lugar privilegiado para a o desenvolvimento de uma educação democrática. Diante dessa teorização afirma-se que uma educação democrática não pode prescindir da arte e defende-se a importância da presença da arte-educação e dos pesquisadores e professores/as de arte no debate sobre educação democrática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text reports a theoretical study on the relationship between art and democratic education. The theorization is developed by bringing together the perspective of democratic education developed by Gert Biesta (2013), who called it education in democracy, and the concept of sharing the sensitive developed by Jacques Rancière (2009). Education in democracy is an alternative democratic education perspective to the instrumental character of the education for democracy and education through democracy perspectives, since it is centered on a political conception of human subjectivity. From this conceptual approach, interruption stands out as an aesthetic element that overlaps art, education and democracy. This overlapping relationship makes art education explicit as a privileged place for the development of democratic education. In view of this theorization, it is stated that democratic education cannot do without art and the importance of the presence of art education and researchers and art teachers in the debate on democratic education is defended.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto reporta un estudio teórico sobre la relación entre arte y educación democrática. La teorización se desarrolla reuniendo la perspectiva de la educación democrática desarrollada por Gert Biesta (2013), quien la llamó educación en democracia, y el concepto de compartir lo sensible desarrollado por Jacques Rancière (2009). La educación en democracia es una perspectiva de educación democrática alternativa al carácter instrumental de la educación para la democracia y la educación a través de la democracia, ya que se centra en una concepción política de la subjetividad humana. Desde este enfoque conceptual, la interrupción destaca como un elemento estético que se superpone al arte, la educación y la democracia. Esta relación de superposición hace explícita la educación artística como un lugar privilegiado para el desarrollo de la educación democrática. Ante esta teorización, se afirma que la educación democrática no puede prescindir del arte y se defiende la importancia de la presencia de la educación artística y de los investigadores y profesores de arte en el debate sobre la educación democrática.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[democratic education]]></kwd>
<kwd lng="en"><![CDATA[art education]]></kwd>
<kwd lng="en"><![CDATA[esthetic]]></kwd>
<kwd lng="pt"><![CDATA[educação democrática]]></kwd>
<kwd lng="pt"><![CDATA[arte-educação]]></kwd>
<kwd lng="pt"><![CDATA[estética]]></kwd>
<kwd lng="es"><![CDATA[educación democrática]]></kwd>
<kwd lng="es"><![CDATA[educación artística]]></kwd>
<kwd lng="es"><![CDATA[estética]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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