<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100142</article-id>
<article-id pub-id-type="doi">10.1590/0102-469825258</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PÓS-DEMOCRACIA E EDUCAÇÃO]]></article-title>
<article-title xml:lang="es"><![CDATA[POSTDEMOCRACIA Y EDUCACIÓN]]></article-title>
<article-title xml:lang="en"><![CDATA[POST DEMOCRACY AND EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PETRY]]></surname>
<given-names><![CDATA[CLERISTON]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100142&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100142&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Apresento no artigo um estudo sobre as possibilidades educacionais num contexto &#8220;pós-democrático&#8221;. A &#8220;Pós-Democracia&#8221; repercute no Brasil pela ausência de limites aos poderes (econômico, político) que flexibiliza, mercantiliza e destrói direitos, no qual a violência perverte o espaço público invisibilizando e desumanizando os indesejáveis ao projeto neoliberal. Uma pesquisa em educação não pode negligenciar a relevância de investigar sobre o contexto em que ela acontece, ao mesmo tempo em que propõe alternativas que garantam sua especificidade. Nesse sentido, a partir da interpretação de autores fundamentais, estabeleci relações com base na plausibilidade e coerência dos argumentos em auxiliar-me na construção de respostas ao problema central. A educação, para fazer frente à &#8220;Pós-Democracia&#8221;, acontece privilegiadamente na escola, na qual os estudantes devem ter acesso à verdade e ao conhecimento (em contraposição à &#8220;Pós-verdade&#8221;), ao respeito aos limites (a verdade, o conhecimento, o mundo e os outros são limites ao narcisismo infantil e às perversões), à imposição de limites (a escola se torna um limite às injunções da família, da economia, da sociedade e da política), à introdução no &#8220;mundo&#8221; e ao aprendizado de valores democráticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Presento en el artículo un estudio sobre posibilidades educativas en un contexto "posdemocrático". La "postdemocracia" tiene repercusiones en Brasil debido a la ausencia de límites a los poderes (económicos, políticos) que relajan, mercantilizan y destruyen los derechos, en los cuales la violencia pervierte el espacio público al hacer invisibles y deshumanizar a aquellos indeseables para el proyecto neoliberal. La investigación en educación no puede descuidar la relevancia de investigar el contexto en el que tiene lugar, al proponer alternativas que garanticen su especificidad. En este sentido, basado en la interpretación de autores fundamentales, establecí relaciones basadas en la plausibilidad y coherencia de los argumentos para ayudarme en la construcción de respuestas al problema central. La educación, para enfrentar la "Postdemocracia", se realiza de forma privada en la escuela, en la que los estudiantes deben tener acceso a la verdad y al conocimiento (en oposición a la "Post-verdad"), con respecto a los límites (la verdad , el conocimiento, el mundo y otros son límites para el narcisismo y las perversiones infantiles) la imposición de límites (la escuela se convierte en un límite para los mandatos de la familia, la economía, la sociedad y la política), la introducción al "mundo" y aprender valores democráticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: I present in this article a study about the educational possibilities in a &#8220;post-democratic&#8221; context. The &#8220;post-democracy&#8221; reverberates in Brazil through the absence of limits of powers (economical, political), which flexes, commercializes and destroys rights, wherein the violence perverts the public space dehumanizing and turning invisible the unwelcome people of the neoliberal project. Research in education cannot neglect the relevance of investigating the context in which it occurs, while, at the same time, proposing alternatives that ensure its specificity. In that sense, departing from the interpretation of fundamental authors, I have established relations based in the plausibility and coherence of arguments to help formulate answers to the central problem. The education, to stand against the &#8220;post-democracy&#8221;, takes a privileged place in the school, wherein the students must have access to the truth and knowledge (in contrast to the &#8220;post-truth&#8221;), the respect of limits (the truth, the knowledge, the world and the others are limits to the childish narcissism and perversions), the imposition of limits (the school becomes a limit to the injunctions from the family, the economy, the society and the politics), the introduction into the &#8220;world&#8221; and the learning of democratic values.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pós-Democracia]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[limites]]></kwd>
<kwd lng="es"><![CDATA[Postdemocracia]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[límites]]></kwd>
<kwd lng="en"><![CDATA[Post-democracy]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[limits]]></kwd>
</kwd-group>
</article-meta>
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