<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102015000100114</article-id>
<article-id pub-id-type="doi">10.4013/edu.2015.191.10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação ética na escola: entre certezas e incertezas]]></article-title>
<article-title xml:lang="en"><![CDATA[Ethical learning at the school: Between certainties and uncertainties]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Renato José de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro, RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>114</fpage>
<lpage>121</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102015000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102015000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102015000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo discute, inicialmente, a busca filos&#243;fica e cient&#237;fica por conhecimentos verdadeiros sobre a natureza do mundo e do homem, capazes de proporcionar ao sujeito cognoscente a aquisi&#231;&#227;o de certezas absolutas. A partir das cr&#237;ticas ao determinismo e &#224; no&#231;&#227;o de neutralidade cient&#237;fica feitas no s&#233;culo XX, tal busca foi cedendo lugar &#224; aquisi&#231;&#227;o de conhecimentos confi&#225;veis, por&#233;m provis&#243;rios e sujeitos a revis&#245;es. Com base na abordagem feita por Cha&#239;m Perelman, o texto mostra que os conhecimentos confi&#225;veis que se ap&#243;iam na opini&#227;o e na verossimilhan&#231;a contribuem para questionar tanto as chamadas verdades absolutas quanto a suspens&#227;o dos ju&#237;zos no campo &#233;tico, constituindo-se em refer&#234;ncias importantes para a forma&#231;&#227;o &#233;tica que se d&#225; na escola. S&#227;o examinadas, ent&#227;o, quatro a&#231;&#245;es pedag&#243;gicas (aprendizado do respeito m&#250;tuo, da justi&#231;a, da solidariedade e do di&#225;logo) que desde o advento dos Par&#226;metros Curriculares Nacionais (1998) v&#234;m sendo consideradas confi&#225;veis. Algumas problematiza&#231;&#245;es s&#227;o conduzidas com o objetivo de fomentar a reflex&#227;o sobre as certezas e as incertezas que cercam os saberes pedag&#243;gicos relacionados &#224; forma&#231;&#227;o &#233;tica dos alunos do ensino fundamental e do ensino m&#233;dio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper discusses, initially, the philosophical and scientific search for true knowledge about the nature of the world and of man, able to provide the subject of knowledge the acquisition of absolute certainties. From criticism to determinism and the notion of scientific neutrality made in the twentieth century, such search has yielded place to the acquisition of reliable knowledge, however provisional and subject to revisions. Based on Cha&#239;m Perelman's approach, the text shows that reliable knowledge that rely on opinion and verisimilitude contribute to question the so-called absolute truths as the suspension of judgments in ethics, constituting important references for ethical learning at school. We examine, then, the four pedagogical actions (learning of mutual respect, justice, solidarity and dialogue) that since the advent of National Curriculum Guidelines (1998) have been deemed reliable. Some problematizations are conducted with the aim of promoting reflection on the certainties and uncertainties surrounding the pedagogical knowledge related to ethical learning of elementary and High School students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Ética]]></kwd>
<kwd lng="pt"><![CDATA[Saberes Pedagógicos]]></kwd>
<kwd lng="pt"><![CDATA[Argumentação.]]></kwd>
<kwd lng="en"><![CDATA[Ethical Learning]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Argument.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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