<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442021000100214</article-id>
<article-id pub-id-type="doi">10.5902/198464439817</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escola como espaço de formação para a autonomia numa perspectiva existencialista]]></article-title>
<article-title xml:lang="en"><![CDATA[School as a formation space for autonomy in an existentialist perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carbonara]]></surname>
<given-names><![CDATA[Vanderlei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schwarz]]></surname>
<given-names><![CDATA[Altemir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442021000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442021000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442021000100214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo integra uma investigação teórica ampla que visa a uma revisão do conceito de formação em bases filosóficas contemporâneas. Nesta etapa pontual da pesquisa, a investigação volta-se a algumas contribuições do existencialismo sartreano, em especial à concepção de liberdade e suas implicações na formação para a autonomia. Assim, o texto aborda a formação do sujeito autônomo no contexto escolar, considerando a condição relacional em que acontece a educação, bem como o que implica a existência do conflito nessas relações. Propõe-se, com a análise de aspectos da obra de Jean-Paul Sartre, uma análise do conflito como propulsor da constituição da liberdade e da autonomia. Tanto a perspectiva do aluno, quanto a do professor nas relações interpessoais na escola são objeto desta análise conceitual. Destacam-se os desafios ao aluno e ao professor em suas responsabilidades frente à constituição da autonomia. Nesse percurso argumentativo, o texto propõe a presença do professor como sujeito de referência para o desenvolvimento da autonomia dos educandos. Justifica-se, assim, a posição de afastamento das perspectivas idealistas de viés unitário, e a decorrente exigência formativa de que se assuma a pluralidade como condição original da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article integrates a broad theoretical investigation that aims a revision of the concept of formation in contemporary philosophical bases. In this punctual stage of the research, the investigation turns to some contributions of Sartrean existencialismo, especially to the conception of freedom and its implications to the formation for the autonomy. Thus, the text adresses the formation of the autonomous subject in the school context, considering the relational condition in wich education occurs, and what implies the conflict in these relationships. With the analysis of aspects of the work of Jean-Paul Sartre, it is proposed an analysis of the conflict as propellant of the constitution of freedom and automomy. Both student and teacher perspectives on school interpersonal relatioships are the subject of this conceptual analysis. We highlight the challenges to students and teachers in their responsibilities regarding the constitution of autonomy. In this way, the text proposes the presence of the teacher as a reference subject for the development of the students&#8217;autonomy. With the current argumentation, the departure from idealistic perspectives of unitary bias is justified, and the resulting formative requirement that plurality be assumed as the original condition of education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Subjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Liberdade]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Freedom.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
