<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122018000300004</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v23.especial.3</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A espiritualidade na formação de professores em tempo de catástrofes: considerações a partir de Viktor Frankl]]></article-title>
<article-title xml:lang="en"><![CDATA[Spirituality in teacher training in disaster times: considerations from Viktor Frankl]]></article-title>
<article-title xml:lang="es"><![CDATA[La espiritualidad en la formación de profesores en tiempo de catástrofes: consideraciones a partir de Viktor Frankl]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisan]]></surname>
<given-names><![CDATA[Amarildo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borin]]></surname>
<given-names><![CDATA[Luiz Cláudio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,FAFIMC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Faculdade de Filosofia Ciências e Letras Imaculada Conceição  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>spe2</numero>
<fpage>78</fpage>
<lpage>95</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122018000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122018000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122018000300004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ Resumo O artigo procura analisar o tema espiritualidade diante de eventos catastróficos, investigando como a educação pode contribuir para a reconstrução das mazelas provocadas por tais episódios. Na formação docente, é importante levar em conta a consolidação da normatividade e a expressividade do sentido como meio de compreender como os traumas e as catástrofes tomaram-se parte do nosso cotidiano. Eles vêm ocupar um lugar vazio de sentido, pois as pessoas só se sensibilizam diante de imagens chocantes. A discussão gira em torno do pensamento de Viktor Frankl, especialmente a partir de sua obra A presença ignorada de Deus, prevendo a contribuição da espiritualidade para a discussão do tema na perspectiva hermenêutica. O dilema situa-se em uma educação que permanece na reprodução de modelos ou numa educação que desperta os educandos para visualizarem outros horizontes, permitindo que novos saberes aconteçam nos ambientes escolares, entre eles a espiritualidade que auxilia a saber expressar e saber prevenir, ou saber priorizar o sentido do humano em todas as ações. Nesse caso, a educação pode colaborar na discussão sobre a relação da espiritualidade com as catástrofes, oportunizando a compreensão da realidade espiritual através da hermenêutica e, assim, as possibilidades de tratamento do tema de forma a não separar os sujeitos dos acontecimentos que os condicionam a agir daquela forma. Nessa perspectiva, a educação tem seu potencial humanizador reforçado, ao tecer entrecruzamentos entre a educação e a logoterapia, discutindo o tema numa dimensão emancipadora. Assim, a espiritualidade, na educação, tem como pretensão dissipar o frio existencial, fazer derreter o inverno gélido do coração do homem contemporâneo em suas relações pessoais e comunitárias. A espiritualidade amplia a discussão na dimensão acadêmica, para que essa venha a criar dispositivos que contribuam à formação integral do ser humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract The article tries to analyze the theme spirituality in the face of catastrophic events, investigating how education can contribute to the reconstruction of the ills caused by such episodes. In teacher education, it is important to take into account the consolidation of normativity and the expressiveness of meaning as a means of understanding how traumas and catastrophes have become part of our daily lives. They come to occupy an empty place of sense, because people are only sensitized by shocking images. The discussion revolves around the thinking of Viktor Frankl, especially from his work The ignored presence of God, predicting the contribution of spirituality to the discussion of the theme in the hermeneutic perspective. The dilemma lies between an education that remains in the model of reproduction or an education that awakens the students to visualize new horizons, allowing new knowledge to happen in school environments, among them the spirituality that helps in knowing how to express and knowing how to prevent, or knowing how to prioritize the meaning of the human in all actions. In this case, education can collaborate in the discussion about the relation of spirituality to disasters, providing an understanding of spiritual reality through hermeneutics and, thus, the possibilities of treating the theme so as not to separate subjects from events that condition them to act that way. In this perspective, education has its humanizing potential reinforced by weaving the crossroads between education and logotherapy, discussing the theme in an emancipatory dimension. Thus, spirituality in education aims to dissipate the existential cold, to melt the icy winter of the heart of contemporary man in his personal and community relations. Spirituality broadens the discussion in the academic dimension, so that it can create devices that contribute to the integral formation of the human being.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen El artículo busca analizar el tema espiritualidad ante acontecimientos catastróficos, investigando cómo la educación puede contribuir a la reconstrucción de las molestias provocadas por tales episodios. En la formación docente es importante tener en cuenta la consolidación de la normatividad y la expresividad del sentido como medio de comprender cómo los traumas y catástrofes se tornaron parte de nuestro cotidiano. Ellos vienen a ocupar un lugar vacío de sentido, pues la gente sólo se sensibiliza ante imágenes chocantes. La discusión gira en torno al pensamiento de Viktor Frankl, especialmente a partir de su obra La presencia ignorada de Dios, previendo la contribución de la espiritualidad a la discusión del tema en la perspectiva hermenéutica. El dilema se sitúa entre una educación que permanece en la reproducción de modelos o una educación que despierta a los educandos para visualizar nuevos horizontes, permitiendo que nuevos saberes ocurran en los ambientes escolares, entre ellos la espiritualidad que auxilia en saber expresar y saber prevenir, o saber priorizar el sentido de lo humano en todas las acciones. En este caso, la educación puede colaborar en la discusión sobre la relación de la espiritualidad con las catástrofes, oportunizando la comprensión de la realidad espiritual a través de la hermenéutica y, así, las posibilidades de tratamiento del tema para no separar a los sujetos de los acontecimientos que los condicionan actuar de esa forma. En esta perspectiva, la educación tiene su potencial humanizador reforzado, al teñir entrecruzamientos entre la educación y la logoterapia, discutiendo el tema en una dimensión emancipadora. Así, la espiritualidad en la educación tiene como pretensión disipar el frío existencial, hacer derretir el invierno gélido del corazón del hombre contemporáneo en sus relaciones personales y comunitarias. La espiritualidad amplía la discusión en la dimensión académica, para que ésta venga a crear dispositivos que contribuyan a la formación integral del ser humano.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Espiritualidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Catástrofe]]></kwd>
<kwd lng="en"><![CDATA[Spirituality]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Catastrophe]]></kwd>
<kwd lng="es"><![CDATA[Espiritualidad]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[Catástrofe]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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