<?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[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2022000301489</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.v36n78a2022-66274</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tessituras: entre A Hermenêutica do Sujeito e a Educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Weaves: between Hermeneutics of the Subject and Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Tesituras: entre la Hermenéutica del Sujeto y la Educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Maura Corcini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veiga Neto]]></surname>
<given-names><![CDATA[Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>78</numero>
<fpage>1489</fpage>
<lpage>1517</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2022000301489&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2022000301489&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2022000301489&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Celebrando os quarenta anos de A Hermenêutica do Sujeito - o curso ministrado por Michel Foucault no Collège de France, em 1982 -, este texto propõe-se a estabelecer conexões, gerais e específicas, entre aquele curso e a Educação. É feita uma discussão acerca da perspectiva analítica não metafísica adotada por Foucault, em contraste com o atual discurso pedagógico interpretativo dominante. São discutidos os sentidos que se pode dar a alguns insights daquele curso, em suas relações com a Educação contemporânea. Propondo-se uma diferenciação entre pedagogia e Pedagogia, destaca-se a função subjetivante das práticas pedagógicas na educação escolarizada. Argumenta-se em favor da ontologia histórica, em oposição à ontologia transcendental, e recorre-se ao conceito de frame, de modo a ressaltar sua importância e limitações em estudos como este. Discute-se a inversão moderna que colocou ênfase no preceito do &#8220;conhece-te a ti mesmo&#8221; (gnôthi seautón), deixando em segundo plano o preceito do &#8220;cuida de ti mesmo&#8221; (epiméleia heautoû), do que resultou a substituição do ideal antigo do sujeito das ações corretas pelo ideal moderno do sujeito dos saberes verdadeiros. Sugere-se que a Educação possa contribuir para suspender a anunciada morte do sujeito ou, pelo menos, mitigar os seus efeitos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Celebrating the forty years of The Hermeneutics of the Subject - the course by Michel Foucault at the Collège de France, in 1982 -, this text proposes to establish connections, both general and specific, between that course and Education. A discussion is made about the non-metaphysical analytical perspective adopted by Foucault, in contrast to current dominant interpretive pedagogical discourses. The meanings that can be given to some insights from that course are discussed, in their relations with education. Proposing a differentiation between pedagogy and Pedagogy, the subjectivizing function of pedagogical practices in schools is highlighted. We argue in favor of historical ontology, as opposed to transcendental ontology, and we resort to the concept of frame, in order to emphasize its importance and limitations in foucauldian studies. We discuss the modern inversion that placed emphasis on the precept &#8220;know thyself&#8221; (gnôthi seautón), leaving in the background the precept &#8220;take care of yourself&#8221; (epiméleia heautoû), which resulted in the replacement of the ideal of the subject of correct actions by the modern ideal of the subject of true knowledge. We suggest that Education can contribute to suspend the announced death of the subject or, at least, mitigate its effects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Celebrando los cuarenta años de La Hermenéutica del Sujeto - curso por Michel Foucault en el Collège de France, en 1982 -, este texto se propone establecer conexiones generales y específicas, entre ese curso y la Educación. Se discute la perspectiva no-metafísica adoptada por Foucault, en contraste con el actual discurso pedagógico interpretativo dominante. Se problematizan los sentidos que se pueden dar a algunosinsigthsde aquel curso, en sus relaciones con la educación contemporánea. Se propone una diferenciación entre pedagogía y Pedagogía y se destaca la función de subjetivación de las prácticas pedagógicas en las escuelas. Se argumenta a favor de la ontología histórica, en oposición a la ontología transcendental, y se recurre al concepto deframe, para enfatizar su importancia y limitaciones en estudios foucaultianos. Se discute la idea moderna que puso énfasis en el precepto de &#8220;conócete a ti mismo&#8221; (gnôthi seautón), dejando en segundo plano el &#8220;cuida de ti mismo&#8221; (epiméleia heautoû), lo que derivó en la sustitución del ideal antiguo del sujeto de las acciones correctas, por el ideal moderno del sujeto del conocimiento verdadero. Se sugiere que la Educación puede contribuir a suspender la anunciada muerte del sujeto o, al menos, mitigar sus efectos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Foucault]]></kwd>
<kwd lng="pt"><![CDATA[Subjetivação]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Ontologia Histórica]]></kwd>
<kwd lng="en"><![CDATA[Foucault]]></kwd>
<kwd lng="en"><![CDATA[Subjectivizing]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Historical ontology]]></kwd>
<kwd lng="es"><![CDATA[Foucault]]></kwd>
<kwd lng="es"><![CDATA[Subjetivación]]></kwd>
<kwd lng="es"><![CDATA[Pedagogia]]></kwd>
<kwd lng="es"><![CDATA[Ontologia Histórica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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