<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822021000300305</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v26i58.1620</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[L&#8217;autre ment? D&#8217;une autre mode? Vérités et mensonges du pédagogique]]></article-title>
<article-title xml:lang="pt"><![CDATA[O outro mente? Ou de outro modo? Verdades e mentiras do pedagógico]]></article-title>
<article-title xml:lang="en"><![CDATA[Does the other lie? Or in another way? Truths and lies of the pedagogical]]></article-title>
<article-title xml:lang="es"><![CDATA[¿El otro miente? ¿O de otro modo? Verdades y mentiras de lo pedagógico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chalmel]]></surname>
<given-names><![CDATA[Loïc]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université de Haute-Alsace  ]]></institution>
<addr-line><![CDATA[Mulhouse et Colmar ]]></addr-line>
<country>France</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>58</numero>
<fpage>305</fpage>
<lpage>321</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822021000300305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822021000300305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822021000300305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Ce texte met en perspective l&#8217;idée de l&#8217;AUTRE sous quatre dimensions de la pensée humaine: théologique, philosophique, psychologique et pédagogique. En ce qui concerne la première, nous ferons appel aux idées d&#8217;Erasme et de Luther sur le « libre arbitre». Pour la seconde, nous convoquerons les idées de Rousseau et de Kant sur l&#8217;« autonomie». Quant à la troisième, c&#8217;est Freud et son concept de « transfert» qui seront mis à contribution. Enfin, en ce qui a trait à la dimension pédagogique, nous nous appuierons sur Comenius, Pestalozzi, Steiner, Korczak et Freire pour aborder la relation entre pratiques et théories dans les contextes et les univers de référence. Pour penser cette dimension pédagogique, les auteurs des autres dimensions seront considérés comme « héritage» ou « testament», et nous nous poserons la question de savoir comment ils sont arrivés jusqu&#8217;à nous pour demeurer présents dans nos réflexions actuelles sur l&#8217;éducation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto questiona a ideia do OUTRO em quatro dimensões do pensar humano: a teológica, a filosófica, a psicológica e a pedagógica. Para a conversa acerca da primeira, são chamadas as ideias de Erasmo e de Lutero, quanto ao &#8220;livre-arbítrio&#8221;. Para a segunda, as ideias de Rousseau e de Kant, acerca da &#8220;autonomia&#8221;. Já quanto à terceira, Freud é chamado, quanto ao conceito de &#8220;transferência&#8221; (&#8220;transfert&#8221;). Por fim, quanto à dimensão pedagógica, são trazidos Comenius, Pestalozzi, Steiner, Korzack e Freire, para trabalhar a relação práticas/teorias, percebendo-as nos contextos e nos universos de referência. Para pensar a dimensão pedagógica, os autores das outras dimensões são percebidos como &#8220;herança&#8221; e &#8220;testamento&#8221; se questionando como chegam a nós e se estão presentes no que, hoje, pensamos em Educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text questions the idea of the OTHER in the four dimensions of the human thinking: the theological, the philosophical, the psychological, and the pedagogical. To talk around the first, the ideas of Erasmus and Luther about &#8220;free will&#8221; are used. To the second, the ideas of Rousseau and Kant, around &#8220;autonomy&#8221;. For the third, Freud is called, regarding his concept of &#8220;transference&#8221; (&#8220;transfert&#8221;). Lastly, concerning the pedagogical dimension, Comenius, Pestalozzi, Steiner, Korzack and Freire are used to work the practical/theory relations, perceiving them in the context and in the reference universes. To think the pedagogical dimension, the authors used in the other three dimensions are understood as &#8220;inheritance&#8221; and &#8220;testament&#8221;, questioning how they get to us and if they are present at what we consider as Education, today.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto cuestiona la idea del OTRO en cuatro dimensiones del pensar humano: la teológica, la filosófica, la psicológica y la pedagógica. Para hablar sobre la primera, se toman las ideas de Erasmo y Lutero, en cuanto al &#8220;libre albedrío&#8221;. En la segunda, las ideas de Rousseau y Kant sobre la &#8220;autonomía&#8221;. Ya en la tercera, tomamos a Freud, en lo que se refiere al concepto de &#8220;transferencia&#8221; (&#8220;transfert&#8221;). Por último, en la dimensión pedagógica, se traen a Comenius, Pestalozzi, Steiner, Korzack y Freire para trabajar la relación prácticas/teorías, entendidas en los contextos y los universos de referencia. Para pensar la dimensión pedagógica, los autores de las otras dimensiones se perciben como &#8220;herencia&#8221; y &#8220;testamento&#8221; cuando se cuestiona cómo llegan a nosotros y si están presentes cuando hoy pensamos en la Educación.]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[idées pédagogiques]]></kwd>
<kwd lng="fr"><![CDATA[libre arbitre]]></kwd>
<kwd lng="fr"><![CDATA[autonomie]]></kwd>
<kwd lng="fr"><![CDATA[transfert]]></kwd>
<kwd lng="fr"><![CDATA[relations pratiques-théories]]></kwd>
<kwd lng="pt"><![CDATA[ideias pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[livre-arbítrio]]></kwd>
<kwd lng="pt"><![CDATA[autonomia]]></kwd>
<kwd lng="pt"><![CDATA[&#8220;transfert&#8221; (transferência)]]></kwd>
<kwd lng="pt"><![CDATA[relações práticas-teorias]]></kwd>
<kwd lng="en"><![CDATA[pedagogical ideas]]></kwd>
<kwd lng="en"><![CDATA[free will autonomy]]></kwd>
<kwd lng="en"><![CDATA[&#8220;transfert&#8221; (transference)]]></kwd>
<kwd lng="en"><![CDATA[practical-theories relations]]></kwd>
<kwd lng="es"><![CDATA[ideas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[libre albedrío]]></kwd>
<kwd lng="es"><![CDATA[autonomía]]></kwd>
<kwd lng="es"><![CDATA[&#8220;transfert&#8221; (transferencia)]]></kwd>
<kwd lng="es"><![CDATA[relaciones prácticas-teorías]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
