<?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>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872022000100018</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2022.69794</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[por um horizonte público na educação das crianças: um diálogo com Hannah Arendt]]></article-title>
<article-title xml:lang="en"><![CDATA[for a public horizon in the education of children: a dialogue with Hannah Arendt]]></article-title>
<article-title xml:lang="es"><![CDATA[por un horizonte público en la educación de niños y niñas: un diálogo con Hannah Arendt]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[araújo]]></surname>
<given-names><![CDATA[vania carvalho de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[auer]]></surname>
<given-names><![CDATA[franceila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,universidade federal do espírito santo  ]]></institution>
<addr-line><![CDATA[vitória ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,universidade federal do espírito santo  ]]></institution>
<addr-line><![CDATA[vitória ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872022000100018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872022000100018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872022000100018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Este artigo propõe discorrer sobre algumas questões que tratam da educação das crianças tangenciadas por Hannah Arendt em seu ensaio &#8220;A crise na educação&#8221;. O questionamento sobre &#8220;a obrigação que a existência de crianças impõe a toda a sociedade&#8221; é a chave de leitura para uma aposta ético-política na formação das novas gerações em um mundo desencantado pela estranheza do humano e pela flagrante negação de critérios que o passado - como autoridade - nos legou como apoio para a ação e julgamento sobre o mundo. Se à educação não deve recair toda a responsabilidade pelo mundo, ao menos deve ser capaz de inserir as crianças em uma cultura pública que as possibilitem voltar para o aspecto público do mundo para dele se apropriarem. As questões tematizadas por Arendt, ainda que eivadas de críticas e paradoxos, nos mobilizam a pensar que somente uma educação fundada em um horizonte público é capaz de formar as crianças de modo que tenham a oportunidade de agir no mundo e serem capazes de discernir a civilização da barbárie, o justo do injusto, a verdade da mentira, o bem do mal. Se suas reflexões revelam a utopia de seu pensamento, revelam também a esperança e a responsabilidade coletiva que a chegada das crianças em um mundo preexistente impõe a toda sociedade humana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This paper documents an encounter with some issues that deal with the education of children as mentioned by Hannah Arendt in her essay "The crisis in education." Arendt&#8217;s invocation of "the obligation that the existence of children imposes on the whole society" is a key element of an ethical and political commitment to the education of new generations-especially in a world disillusioned by the estrangement of the human, and in which the undeniable criteria that the past - as authority - bequeathed to us as support for action and judgment on the world has faltered. If education should not be entirely responsible for the world, at least it should be able to insert children into a public culture that allows them, in turn, to appropriate it. The issues addressed by Arendt, although full of criticism and redolent with paradoxes, move us to think that only an education founded on a public horizon is able to educate children in a way that allows them the opportunity to act in the world, and to be able to discern civilization from barbarism, the fair from the unfair, truth from lies, and good from evil. On the one hand, her reflections reveal the utopian aspect of her thought, while on the other they make clear the collective responsibility that the arrival of children in a pre-existing world imposes on every human society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este artículo propone debatir algunas cuestiones relativas a la educación de los niños y niñas abordadas por Hannah Arendt en su ensayo "La crisis de la educación". El cuestionamiento sobre "la obligación que la existencia de niños y niñas impone a toda la sociedad" es la clave de lectura para una apuesta ético-política en la formación de las nuevas generaciones en un mundo desencantado por la extrañeza de lo humano y por la flagrante negación de criterios que el pasado -como autoridad- nos legó como soporte para la acción y juicio sobre el mundo. Si en la educación no debe recaer toda la responsabilidad por el mundo, al menos debe ser capaz de insertar a los niños y niñas en una cultura pública que les permita volver al aspecto público del mundo para apropiárselo. Las cuestiones planteadas por Arendt, aunque plagadas de críticas y paradojas, nos movilizan a pensar que sólo una educación fundada en un horizonte público es capaz de formar a niños y niñas para que tengan la oportunidad de actuar en el mundo y sean capaces de discernir la civilización de la barbarie, lo justo de lo injusto, la verdad de la mentira, el bien del mal. Si sus reflexiones revelan la utopía de su pensamiento, también revelan la esperanza y la responsabilidad colectiva que la llegada de niños y niñas a un mundo preexistente impone a toda sociedad humana.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação das crianças]]></kwd>
<kwd lng="pt"><![CDATA[educação e crianças]]></kwd>
<kwd lng="pt"><![CDATA[hannah arendt e educação]]></kwd>
<kwd lng="en"><![CDATA[education of children]]></kwd>
<kwd lng="en"><![CDATA[education and children]]></kwd>
<kwd lng="en"><![CDATA[hannah arendt and education]]></kwd>
<kwd lng="es"><![CDATA[educación de los niños]]></kwd>
<kwd lng="es"><![CDATA[educación y niños]]></kwd>
<kwd lng="es"><![CDATA[hannah arendt y educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<source><![CDATA[Por amor ao mundo: a vida e a obra de Hannah Arendt]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Relume-Dumará]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
