<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Filos.]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2016000200685</article-id>
<article-id pub-id-type="doi">10.14393/REVEDFIL.issn.0102-6801.v30n60a2016-p685a700</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Do direito aos problemas para o aprendizado filosófico: considerações sobre as Diretrizes Curriculares de Filosofia do Estado do Paraná a partir de uma perspectiva deleuziana]]></article-title>
<article-title xml:lang="en"><![CDATA[Of the rights to problems in philosophical learning: remarks on theCurriculum Guidelines of Philosophy of the State of Parana from the Deleuzian perspective]]></article-title>
<article-title xml:lang="fr"><![CDATA[Du droit aux problèmes pour l&#8217;apprentissage philosophique: des considérations sur les Directrices Curriculaires de Philosophie de l&#8217;Etat du Paraná à partir d&#8217;une perspective deleuzienne.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Heuser]]></surname>
<given-names><![CDATA[Ester Maria Dreher]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Toledo PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>30</volume>
<numero>60</numero>
<fpage>685</fpage>
<lpage>700</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2016000200685&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2016000200685&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2016000200685&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  O artigo parte de algumas considera&#231;&#245;es macropol&#237;ticas do ensino de Filosofia no Brasil, orientadas pela l&#243;gica das compet&#234;ncias e habilidades; se ocupa das Diretrizes Curriculares de Filosofia do Estado do Paran&#225; nas quais tal l&#243;gica est&#225; ausente e enfatiza o curioso lugar de destaque que a perspectiva filos&#243;fica de Deleuze e Guattari ocupa na proposta metodol&#243;gica das Diretrizes. A partir disso, d&#225; &#234;nfase &#224; no&#231;&#227;o de problema desenvolvida por Deleuze com inspira&#231;&#227;o bergsoniana e afirma a pot&#234;ncia da perspectiva de fazer das aulas de Filosofia espa&#231;o para a constitui&#231;&#227;o de problemas pelos pr&#243;prios envolvidos nelas. Sustenta a import&#226;ncia de uma &#8220;Pedagogia do sentido&#8221; em que o direito aos problemas para o aprendizado filos&#243;fico n&#227;o pode estar ausente e mostra o qu&#227;o distante dela est&#227;o as Diretrizes do Paran&#225;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This paper considers some macro-political remarks on Philosophy teaching in Brazil as guided by the logic of competences and skills; it addresses the Curriculum Guidelines of Philosophy of the State of Parana, in which such logic is missing; it emphasizes the curious prominent place that the Deleuze and Guatta- ri&#8217;s philosophical perspective has occupied in the methodological proposal of the Guidelines. Based on this, it both highlights the notion of problem developed by Deleuze with a Bergsonian inspiration and states the potency of this perspective to turn Philosophy classes into a space for the proposal of problems by the ones who attend them. It underlines the importance of a &#8220;Pedagogy of the meaning&#8221; in which the right to problems cannot be absent in philosophical learning and shows how far the Guidelinesare from that.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233;:  L&#8217;article part de quelques consid&#233;rations macro politiques de l&#8217;enseignement de Philosophie au Br&#233;sil orient&#233;es par la logique des comp&#233;tences et des habilit&#233;s; il s&#8217;occupe des Diretrizes Curriculares de Filosofia do Estado do Paran&#225; (Directrices Curriculaires de Philosophie de l&#8217;Etat du Paran&#225;) o&#249; telle logique est absente et emphatise le curieux lieu d&#8217;&#233;vidence que la perspective philosophique de Deleuze et Guattari occupe dans la proposition m&#233;thodologique des Diretrizes. A partir de cela, souligne la notion de probl&#232;me d&#233;velopp&#233;e par Deleuze avec une inspiration bergsonienne et affirme la puissance de la perspective de faire des cours de Philosophie un espace pour la constitution de probl&#232;mes par ceux qui y sont engag&#233;s. Il soutient l&#8217;importance d&#8217;une &#8220;P&#233;dagogie du sens&#8221; o&#249; le droit aux probl&#232;...]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Problemas]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Problems]]></kwd>
<kwd lng="fr"><![CDATA[Philosophie]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement]]></kwd>
<kwd lng="fr"><![CDATA[Problèmes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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</article>
