<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000200203</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i57.3939</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO HUMANA COMO AÇÃO INTELECTUAL, ÉTICA E POLÍTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[HUMAN EDUCATION AS INTELECTUAL, ETHICAL AND POLITICAL ACTION]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN HUMANA COMO ACCIÓN INTELECTUAL, ÉTICA Y POLÍTICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nörnberg]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jäger]]></surname>
<given-names><![CDATA[Josiane Jarline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000200203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este ensaio tem o intuito de refletir sobre algumas contribuições do pensamento de Hannah Arendt para a formação de professores. O argumento proposto é o de que a responsabilidade frente ao ato educativo envolve as dimensões intelectual, ética e política como constituintes primordiais do pensar e do agir pedagógico-educativo. Em sua dimensão intelectual, requer compreender que os sujeitos recémchegados precisam ser inseridos em um mundo já existente e nele iniciados por meio de práticas escolares e de conhecimentos históricos, culturais e científicos para que assim possam preservar sua historicidade. Ainda, na ação pedagógico-educativa, ter um saber e saber-fazer não é suficiente, pois, em razão da imprevisibilidade e pluralidade da ação humana, a atividade do pensar continuamente é demandada. Assim, na interdependência entre pensamento e ação se observam duas implicações: uma ética e outra política. A primeira diz respeito ao pensar para agir de forma a preservar no mundo o bem, a força da palavra e a negação da violência. A dimensão ética também envolve a vontade e os motivos e projetos que os professores constroem para a ação educativa, aspectos por vezes esquecidos ou pouco explorados na formação. Já a implicação política tem como foco resguardar a vida dos sujeitos no espaço comum e estabelecer as condições possíveis e necessárias para que possam expressar e fazer suas escolhas. Quem assume a tarefa da educação admite a responsabilidade por outros e por criar encontros nos quais estes possam fazer seus inícios únicos e singulares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This essay aims at reflecting on some contributions from the thoughts of Hannah Arendt concerning teacher training. The argument proposed is that the responsibility regarding the educational act involves the intellectual, ethical and political dimensions as key elements of thinking and the pedagogical-educational action. In its intellectual dimension, it requires the understanding that newcomer subjects need to be inserted into an already existing world and should be assisted through school practices and historical, cultural and scientific knowledge so that they can preserve their historicity. Also, in the pedagogical-educational action, having some knowledge and knowing how to do things is not enough, as, due to the unpredictability and plurality of human action, the activity of continuously thinking is demanded. Thus, in the interdependency between thinking and action two implications are observed: an ethical one and another which is political. The first one regards thinking to act in a way to preserve in the world the good, the strength of the word and the denial of violence. The ethical dimension also involves the will and the reasons and projects that teachers build for the educational action, aspects at times forgotten or very little explored during training. The political implication focuses on protecting the life of the subjects in a common space and set favorable possible and necessary conditions so that they can express and make their own choices. Whoever takes the task of education admits the responsibility for others and creates opportunities in which their start can be unique.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este ensayo tiene el intuito de reflexionar a cerca de algunas contribuciones del pensamiento de Hannah Arent para formación de profesores. El argumento propuesto es que la responsabilidad ante el acto educativo envuelve las dimensiones intelectual, ética y política como constituyentes primordiales del pensar y del proceder pedagógico-educativo. En su dimensión intelectual, requiere comprender que los sujetos recién llegados precisan ser introducidos en un mundo existente y en el empezados a través de prácticas escolares y de conocimientos históricos, culturales y científicos para que así puedan preservar su historicidad. Todavía, en la acción pedagógico-educativa, tener un saber y saber-hacer no es suficiente, pues, en de la imprevisibilidad y pluralidad de la acción humana, la actividad del pensar es requerida. Así, en la interdependencia entre pensamiento y acción se observan dos implicaciones:una ética y otra política. La primera considera el pensar hacia actuar de forma a preservar en el mundo el bien, la fuerza de la palabra y la negación de la violencia. La dimensión ética también envuelve la intención y los motivos y los proyectos que los profesores construyen hacia la acción educativa, aspectos por veces olvidados, o poco explotados formación en la formación. Ya la implicación política tiene como foco resguardar la vida de los sujetos en el espacio común y establecer las condiciones posibles y necesarias para que puedan expresar y hacer sus opciones. Quién asume la tarea de la educación admite la responsabilidad por otros y por crear encuentros en los cuales estes puedan hacer sus comienzos únicos y singulares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação escolar]]></kwd>
<kwd lng="pt"><![CDATA[Pluralidade]]></kwd>
<kwd lng="pt"><![CDATA[Autoridade]]></kwd>
<kwd lng="pt"><![CDATA[Responsabilidade.]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[School education]]></kwd>
<kwd lng="en"><![CDATA[Plurality]]></kwd>
<kwd lng="en"><![CDATA[Authority]]></kwd>
<kwd lng="en"><![CDATA[Responsibility.]]></kwd>
<kwd lng="es"><![CDATA[Formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[Educación escolar]]></kwd>
<kwd lng="es"><![CDATA[Pluralidad]]></kwd>
<kwd lng="es"><![CDATA[Autoridad]]></kwd>
<kwd lng="es"><![CDATA[Responsabilidad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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