<?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>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[Child.philo.]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872012000100011</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2017.20505</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprender la fragilidad. Meditación filosófica sobre una excepción existencial]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprender a fragilidade. Meditação filosófica sobre uma exceção existencial]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning fragility. A philosophical meditation upon an existential exception]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bárcena]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<volume>8</volume>
<numero>15</numero>
<fpage>11</fpage>
<lpage>31</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872012000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872012000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872012000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: No es la "facilidad" en el aprender -el hecho de que sea habitual hacerlo- lo que justifica un pensamiento sobre educaci&#243;n, sino la experiencia de su dificultad. Esta es la ra&#237;z del argumento que se pretende desarrollar en este texto. De modo espec&#237;fico, se trata de una reflexi&#243;n que toma como punto de apoyo y ra&#237;z de su argumento la experiencia humana, no de la normalidad, sino la de la excepcionalidad, entendida como experiencia de lo fr&#225;gil y de lo vulnerable. Se trata de situar esta experiencia de lo fr&#225;gil como un ejercicio de pensamiento en relaci&#243;n con la pedagog&#237;a, que, en ciertos formatos discursos inaugura el gesto perverso de introducir a los j&#243;venes dentro de las escuelas para, cerrando las puertas de las aulas despu&#233;s, impedirles su salida al mundo, convirti&#233;ndoles as&#237; en eternamente menores de edad. Eternos aprendices. Pero tambi&#233;n en relaci&#243;n con la filosof&#237;a, que se vuelve incapaz, en sus aspiraciones de construir un pensamiento adulto y organizado, de decir nada ante quienes tienen una voz al borde de la palabra. Frente a toda una tradici&#243;n que, tanto en la filosof&#237;a moral, como en la filosof&#237;a pol&#237;tica y en la filosof&#237;a de la educaci&#243;n, ha pensado los asuntos que les concern&#237;an (la experiencia &#233;tica, la acci&#243;n pol&#237;tica, la actividad de la educaci&#243;n, respectivamente) desde la experiencia de un cierto orden de lo normal, o de lo normalizado, se trata, entonces, de pensar la educaci&#243;n como una experiencia del "cuidado de s&#237;" y del "cuidado del otro" que toma como punto de apoyo y reconocimiento &#233;tico lo vulnerable, lo que deviene otro como accidente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: N&#227;o &#233; a "facilidade" em aprender - o fato de que seja habitual faz&#234;-lo - o que justifica um pensamento sobre a educa&#231;&#227;o, mas a experi&#234;ncia de sua dificuldade. Esta &#233; a raiz do argumento que pretendo desenvolver neste texto. Trata-se de uma reflex&#227;o que toma como ponto de apoio a experi&#234;ncia humana, n&#227;o da normalidade, mas a da excepcionalidade, entendida como experi&#234;ncia do fr&#225;gil e do vulner&#225;vel. Primeiro, porque creio que em certos formatos discursivos sobre a educa&#231;&#227;o inaugurou-se o gesto impertinente e perverso de introduzir os jovens (as crian&#231;as e os adolescentes) dentro das salas de aula de nossas escolas para - fechando suas portas atr&#225;s deles - impedir sua sa&#237;da ao mundo, convertendo-lhes assim em eternamente menores de idade; eternos aprendizes; e segundo, porque a filosofia parece incapaz (envergonhando-se de si mesma) em suas aspira&#231;&#245;es de construir um pensamento adulto e organizado, de dizer quase nada ante os que se mostram no mundo como uma voz &#224;s bordas da palavra. Frente a toda uma tradi&#231;&#227;o que, tanto na filosofia moral como na filosofia pol&#237;tica e na filosofia da educa&#231;&#227;o, pensou os assuntos que lhes concerniam (a experi&#234;ncia &#233;tica, a a&#231;&#227;o pol&#237;tica, a atividade da educa&#231;&#227;o, respectivamente) desde a experi&#234;ncia de uma certa ordem do normal, ou do normalizado, trata-se, ent&#227;o, de pensar a educa&#231;&#227;o como uma experi&#234;ncia do "cuidado de si" e do "cuidado do outro" que toma como ponto de apoio e reconhecimento &#233;tico o vulner&#225;vel, o que dev&#233;m outro por acidente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: It is not the "easiness" to learn - the fact that we are used to do it - that justifies thinking in education, but the experience of its difficulty. This is the root of the argument I pretend to develop in this text. It is a reflection that has as supporting point human experience, not that of normality, but of exceptionality, understood as the experience of the fragile and vulnerable. First, because I believe that some discourses about education have inaugurated the impertinent and perverse gesture of introducing young people (children and adolescents) into our school's classrooms to - closing the doors behind them - prevent them to get in the outside world, converting them in eternal minors; eternals learners; and in second place because philosophy seems incapable (getting ashamed of itself) in its aspirations, to say almost anything in front of those that show themselves as a voice in the edge of the talk. In front of a whole tradition which, in moral philosophy in political philosophy and in philosophy of education as well, has considered these issues (ethical experience, political action, and educational activity, respectively) from the experience of a certain normal order, or of a normalized order, the aim of this paper is, then, to think education as an experience of the "care of the self" and of the "care of the other", that adopts as supporting and ethical recognizing point the vulnerable, what becomes other by accident.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Fragilidad]]></kwd>
<kwd lng="es"><![CDATA[Cuidado]]></kwd>
<kwd lng="es"><![CDATA[Excepción existencial.]]></kwd>
<kwd lng="pt"><![CDATA[Fragilidade]]></kwd>
<kwd lng="pt"><![CDATA[Cuidado]]></kwd>
<kwd lng="pt"><![CDATA[Exceção existencial]]></kwd>
<kwd lng="en"><![CDATA[Fragility]]></kwd>
<kwd lng="en"><![CDATA[Care]]></kwd>
<kwd lng="en"><![CDATA[Existential exception]]></kwd>
</kwd-group>
</article-meta>
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