<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000200844</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.061.ao07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A morte da Pedagogia? Os fundamentos modernos da educação escolar frente aos desafios da pós-modernidade numa perspectiva histórico-filosófica]]></article-title>
<article-title xml:lang="en"><![CDATA[The Death of Pedagogy? The Modern Foundations of School Education Facing the Challenges of Postmodernity in a Historical-Philosophical Perspective]]></article-title>
<article-title xml:lang="es"><![CDATA[¿La muerte de la Pedagogía? Los fundamentos modernos de la educación escolar frente a los desafíos de la posmodernidad en una perspectiva histórico-filosófica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[João Francisco Lopes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>61</numero>
<fpage>844</fpage>
<lpage>861</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000200844&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000200844&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000200844&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O artigo parte da premissa de que a Pedagogia, enquanto campo teórico-prático, produz diversos enunciados para significar as práticas pedagógicas escolares, desde a Modernidade. Esse legado moderno de formação do &#8220;sujeito educado&#8221; enfrenta dificuldades nas condições práticas de sua realização, em virtude do cenário pós-moderno que interpela a metafísica, as grandes narrativas, a ideia de unidade e de universalidade, e também a noção de sujeito. Diante do anúncio da morte da metafísica e da morte do sujeito, o pós-moderno representaria também a morte da Pedagogia, já que sucumbem as categorias que lhe são estruturantes. O presente estudo, de caráter bibliográfico, sistematiza argumentos para caracterizar esse cenário social e cultural e refletir sobre a possibilidade de a Pedagogia enfrentar o relativismo e a falta de expectativas quanto ao futuro, típicos desse cenário, diante da necessidade de continuar gerando discursos que possam amparar as práticas pedagógicas escolares. A argumentação busca ofertar recursos teóricos a partir de uma leitura não niilista do pós-moderno, e aposta na preservação e renovação, ainda que em bases menos seguras, do potencial pedagógico da tradição moderna como forma de dar sentido às práticas pedagógicas escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article is based on the premise that Pedagogy, as a theoretical-practical field, produces several statements to signify pedagogical practices inside schools, since Modernity. The Modern legacy of forming the "educated subject" faces difficulties in the practical conditions of its accomplishment, in the face of the postmodern scenario, that has put in check metaphysics, the great narratives, the idea of unity and universality, and the notion of the individual. Faced with the announcement of the death of metaphysics and the death of the individual, Postmodernism would also represent the death of Pedagogy, since the latter succumbs to the categories that are in its very foundation. The present bibliographical study systematizes arguments to characterize such social and cultural scenario, recognized as postmodern, and to reflect how Pedagogy may face both relativism and the lack of expectations regarding future, typical of this moment, as it is confronted with the need to continue generating speeches that can support school pedagogical practices. The argument seeks to offer theoretical resources from a non-nihilistic perspective of the postmodern, and bets on the preservation and renewal, although on a less secure basis, of the pedagogical potential of the modern tradition, as a way of giving meaning to school pedagogical practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El artículo parte de la premisa de que la Pedagogía, como campo teórico-práctico, produce diversos enunciados para significar las prácticas pedagógicas escolares, desde la Modernidad. Este legado Moderno de formación del "sujeto educado" enfrenta dificultades en las condiciones prácticas de su realización, en virtud del escenario posmoderno que interpela la metafísica, las grandes narrativas, la idea de unidad y de universalidad, y también la noción de sujeto. Ante el anuncio de la muerte de la metafísica y de la muerte del sujeto, el posmoderno representaría también la muerte de la Pedagogía, ya que sucumben a las categorías que le son estructurantes. El presente estudio, de carácter bibliográfico, sistematiza argumentos para caracterizar ese escenario social y cultural, reconocido como posmoderno, y reflexionar sobre la posibilidad de que la Pedagogía enfrenta el relativismo y la falta de expectativas en cuanto al futuro, típicos de ese escenario, la necesidad de continuar generando discursos que puedan amparar las prácticas pedagógicas escolares. La argumentación busca ofrecer recursos teóricos a partir de una lectura no niilista del posmoderno, y apuesta por la preservación y renovación, aunque en bases menos seguras, del potencial pedagógico de la tradición moderna como forma de dar sentido a las prácticas pedagógicas escolares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Modernidade]]></kwd>
<kwd lng="pt"><![CDATA[Discurso Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Post-Modernity]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Discourse]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="es"><![CDATA[Pedagogia]]></kwd>
<kwd lng="es"><![CDATA[Post-modernidade]]></kwd>
<kwd lng="es"><![CDATA[Discurso Pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Práctica Pedagógica]]></kwd>
</kwd-group>
</article-meta>
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