<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992020000100134</article-id>
<article-id pub-id-type="doi">10.14244/198271992685</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fazer filosófico no ensino médio: sentidos e desafios]]></article-title>
<article-title xml:lang="en"><![CDATA[Philosophical practice in high school: senses and challenges]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Francis Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Uberaba (UNIUBE)  ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo se insere no âmbito das pesquisas sobre os fundamentos e práticas educacionais e se relaciona com o desenvolvimento de uma pesquisa de mestrado realizada em Uberaba, Minas Gerais. Neste texto, propomos contextualizar e caracterizar os sentidos e os desafios apontados pelos professores de filosofia ao ensino desta disciplina em nível médio. Pautamo-nos em perspectiva qualitativa, tendo em conta o emprego de questionário misto para a produção de dados (GIL, 2010) e a opção pela técnica da análise temática de conteúdo (BARDIN, 2010). Nosso referencial teórico encontra sustentação no entretecimento das ideias de Deleuze (1992, 2006), Deleuze e Guattari (1995, 1997a, 1997b, 2005), Nietzsche (2003) e Foucault (1987, 2006, 2007). Os sentidos e os desafios atribuídos pelos professores pesquisados evidenciam um cenário de complexidade: se de um lado os limites impostos pelos diferentes aspectos burocráticos do sistema de ensino e a desvalorização da filosofia como disciplina do pensamento expõem a fragilidade do fazer filosófico no ensino médio; por outro lado, os aspectos que se circunstanciam entre a filosofia e o seu ensino exprimem as condições de um fazer provocativo das rupturas e dos movimentos capazes de enunciar, no interior do próprio pensamento, o cultivo da crítica, da autonomia e da criatividade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper falls within the scope of investigations on the fundamentals and educational practices and it is related to the development of a master's research carried out in Uberaba, Minas Gerais, Brazil. In this text, we propose to contextualize and characterize the senses and challenges pointed out by philosophy teachers to the teaching of this subject at the high school. We take a qualitative perspective, taking into account the use of a mixed questionnaire for data production (GIL, 2010) and the thematic content analysis technique (BARDIN, 2010). Our theoretical framework was supported by Deleuze (1992, 2006), Deleuze e Guattari (1995, 1997a, 1997b, 2005), Nietzsche (2003) e Foucault (1987, 2006, 2007). The senses and challenges attributed by the researched teachers reveals a complexity scenario: if on the one hand the limits imposed by the different bureaucratic aspects of the educational system and the devaluation of philosophy as a thought subject expose the fragility of philosophical practice in high school; on the other hand, the aspects that have been particularized between philosophy and its teaching express the conditions of a provocative philosophical practice of ruptures and movements capable of enunciating, within the own thinking, the cultivation of criticism, autonomy and creativity.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Ensino da filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Sentidos]]></kwd>
<kwd lng="pt"><![CDATA[Desafios.]]></kwd>
<kwd lng="en"><![CDATA[Philosophy teaching]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Senses]]></kwd>
<kwd lng="en"><![CDATA[Challenges.]]></kwd>
</kwd-group>
</article-meta>
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