<?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>S1981-416x2023000401536</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.079.ao11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escola e esfera pública: liames entre a pedagogia centrada no aluno e a desinformação]]></article-title>
<article-title xml:lang="en"><![CDATA[School and the public sphere: links between student-centered pedagogy and misinformation?]]></article-title>
<article-title xml:lang="es"><![CDATA[Título em espanhol]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Douglas Emiliano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>79</numero>
<fpage>1536</fpage>
<lpage>1550</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000401536&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000401536&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000401536&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O tema deste artigo é a possível relação entre o discurso pedagógico centrado no aluno e a desinformação. O que se objetiva aqui é mostrar que tal discurso pedagógico pode ter levado à &#8220;formação&#8221; de alunos porosos à desinformação, ao irracionalismo, à polarização etc. O método de pesquisa empregado foi o teórico e bibliográfico. E a fundamentação conceitual deste artigo se deu a partir da Psicanálise e Educação. O principal resultado obtido se relaciona com a concepção de que a pedagogia centrada no aluno, desde as primeiras décadas do século XX, pode ter centrado narcisicamente o aluno em si mesmo, o que teria ocorrido em função da marginalização do professor, bem como de sua autoridade e alteridade em face dos aprendizes. Além disso, as revoluções tecnológicas endossaram, a partir dos anos 60, tal marginalização docente na escola ao pressupor que a iniciativa do aluno de opinar ferozmente a respeito de tudo seria a expressão mais icônica do dito protagonismo discente. Em face disso, conclui-se aqui que o ensimesmamento narcísico e opiniático dos alunos pode ter sido propício à contemporânea difusão de desinformações, de &#8220;teorias&#8221; conspiratórias irracionalistas e de pós-verdades, e as quais vêm parasitando - e até mesmo erodindo - a esfera pública.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The theme of this article is the possible relationship between student-centered pedagogical discourse and misinformation. The aim here is to show that such pedagogical discourse may have led to the "formation" of porous students related to misinformation, irrationalism, polarization, etc. The research method used was theoretical and bibliographical The conceptual foundation of this article was based on Psychoanalysis and Education. The main result obtained relates to the conception that student-centered pedagogy, since the first decades of the twentieth century, may have narcissically centered the student on himself, what would have occurred due to the teacher&#8217;s marginalization as well as his authority and otherness in the face of learners. Moreover, the technological revolutions endorsed, from the 1960s onwards, such teaching marginalization by assuming that the student&#8217;s initiative to opine fiercely about everything would be the most iconic expression of the so-called student protagonism. In light of this, it is concluded here that the narcissistic and opinionated self-absorption of the students may have been conducive to the contemporary dissemination of misinformation, irrationalist conspiracy &#8220;theories&#8221; and post-truths, which have been parasitizing on - and even eroding - the public sphere.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El tema de este artículo es la posible relación entre el discurso pedagógico centrado en el alumno y la desinformación. Lo que se objetiva aquí es mostrar que tal discurso pedagógico puede haber llevado a la "formación" de alumnos porosos a la desinformación, al irracionalismo, a la polarización, etc. El método de investigación empleado fue el teórico y bibliográfico. Y la fundamentación conceptual de este artículo se dio a partir del Psicoanálisis y Educación. El principal resultado obtenido se relaciona con la concepción de que la pedagogía centrada en el alumno, desde las primeras décadas del siglo XX, puede haber centrado narcisistamente al alumno en sí mismo, lo que habría ocurrido en función de la marginalización del profesor, así como de su autoridad y alteridad de cara a los aprendices. Además de esto, las revoluciones tecnológicas endosaron, a partir de los años 60, tal marginalización docente al presuponer que la iniciativa del alumno de opinar ferozmente al respecto de todo sería la expresión más icónica de dicho protagonismo discente. De acuerdo con eso, se concluye aquí que el ensimismamiento narcisista y opinador de los alumnos puede haber sido propicio a la contemporánea difusión de desinformaciones, de &#8220;teorías&#8221; conspiratorias irracionalistas y de posverdades, las cuales vienen parasitando - y hasta erosionando - la esfera pública.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicanálise e Educação]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Discurso pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Desinformação.]]></kwd>
<kwd lng="en"><![CDATA[Psychoanalysis and Education]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical discourse]]></kwd>
<kwd lng="en"><![CDATA[Misinformation.]]></kwd>
<kwd lng="es"><![CDATA[Psicoanálisis y Educación]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Discurso pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Desinformación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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