<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602017000300039</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.49151</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre a interrupção e a criação de práticas pedagógicas: a tarefa filosófica do pedagogo na escola para educação a distância]]></article-title>
<article-title xml:lang="en"><![CDATA[Between interruption and creation of educational practices: the teacher&#8217;s philosophical task at the school to Distance Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hardt]]></surname>
<given-names><![CDATA[Lúcia Schneider]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Rosana Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,rosanasilvademoura@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,luciashardt@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina Centro de Ciências da Educação ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>spe</volume>
<numero>1</numero>
<fpage>39</fpage>
<lpage>50</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602017000300039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602017000300039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602017000300039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Nosso prop&#243;sito neste texto &#233; apresentar alguns aspectos de uma experi&#234;ncia desenvolvida em educa&#231;&#227;o na modalidade EaD, tendo em vista a figura do coordenador pedag&#243;gico. A partir de uma perspectiva filos&#243;fica, procuramos incidir nossa an&#225;lise para al&#233;m do aspecto formal do relato de experi&#234;ncia, buscando significa&#231;&#227;o para as pr&#225;ticas pedag&#243;gicas atrav&#233;s da incorpora&#231;&#227;o de elementos que elaboram a dial&#233;tica entre a interrup&#231;&#227;o e a cria&#231;&#227;o, presentes nessas pr&#225;ticas. Com o aporte filos&#243;fico de Jorge Larrosa, em di&#225;logo com a tradi&#231;&#227;o, adentramos mais fundo na pr&#243;pria ideia de experi&#234;ncia formativa. Nosso intento &#233; o de conferir &#224; experi&#234;ncia sentidos de incompletude, de desvio, de incerteza, como sendo elementos aparentemente d&#233;beis de forma&#231;&#227;o, mas que ampliam a significa&#231;&#227;o do humano e de sua atua&#231;&#227;o na educa&#231;&#227;o. Diante dessa poss&#237;vel radicalidade que nos d&#225; a filosofia, como pensar a tarefa do pedagogo na escola? ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Our purpose in this paper is to present some aspects of an experience developed in education in Distance Education mode, having the pedagogical coordinator&#8217;s figure as focus. Based on a philosophical perspective, we tried to focus our analysis beyond the formal aspect of the experience narrative, seeking significance for pedagogical practices by incorporating elements that elaborate on the dialectic between interruption and creation in these practices. With the philosophical contribution of Jorge Larrosa, in dialogue with tradition, we tried to go deeper into the very idea of &#8203;&#8203;formative experience. Our intent is to give the experience the sense of incompleteness, deviation, uncertainty, as elements of formation which are apparently weak, but at the same time enlarge the significance of the human being and their activities in education. Given this possible radicalism that philosophy brings to us, how should we think about the coordinator's task in school?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tarefa do pedagogo]]></kwd>
<kwd lng="pt"><![CDATA[Interrupção]]></kwd>
<kwd lng="pt"><![CDATA[Criação.]]></kwd>
<kwd lng="en"><![CDATA[Coordinator&#8217;s task]]></kwd>
<kwd lng="en"><![CDATA[Interruption]]></kwd>
<kwd lng="en"><![CDATA[Creation.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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