<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352023000200201</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2023v61n68id31811</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Indagação acerca dos sentidos do fenômeno educativo]]></article-title>
<article-title xml:lang="es"><![CDATA[Indagación sobre los significados del fenómeno educativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Inquiry into the meanings of the educational phenomenon]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kuhn]]></surname>
<given-names><![CDATA[Martin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arenhart]]></surname>
<given-names><![CDATA[Livio Osvaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>61</volume>
<numero>68</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352023000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352023000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352023000200201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Diferentes perspectivas abordam a educação para além da racionalidade instrumental dominante. Uma delas é o diálogo entre a hermenêutica e a educação que produz termos alternativos para pensar o fenômeno educativo. Que sentidos queremos para o fenômeno educativo de nosso tempo? O objetivo aqui é refletir sobre as contribuições da hermenêutica para a educação. Parte-se do entendimento que a hermenêutica permite desvelar os muitos sentidos velados/entulhados presentes na educação. Aquilo que é instituído no âmbito da educação escolar e do trabalho educativo deve ser tomado como um fenômeno a ser reiteradamente questionado e refletido. Se hoje vivemos mergulhados na cultura do tédio, então, a hermenêutica pode ajudar a pensar na cultura do sentido para o fenômeno educativo, um contexto em que a definição de balizas mínimas voltadas à formação de autonomia cognoscitiva e moral parece bastante razoável. Este texto é um ensaio que entende que a matriz de racionalidade tem muito a contribuir à compreensão do fenômeno educativo de nosso tempo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Diferentes perspectivas abordan la educación más allá de la racionalidad instrumental dominante. Una de ellas es el diálogo entre hermenéutica y educación que produce términos alternativos para pensar el fenómeno educativo. ¿Qué sentidos queremos para el fenómeno educativo de nuestro tiempo? El objetivo aquí es reflexionar sobre las contribuciones de la hermenéutica a la educación. Partimos del entendimiento de que la hermenéutica permite revelar los múltiples sentidos velados/abarrotados presentes en la educación. Aquello que es instituido en el ámbito de la educación escolar y del trabajo educativo debe ser tomado como un fenómeno a ser reiteradamente cuestionado y reflexionado. Si hoy vivimos inmersos en una cultura del aburrimiento, entonces la hermenéutica puede ayudar a pensar una cultura de sentido para el fenómeno educativo, contexto en que la definición de pautas mínimas orientadas a la formación de la autonomía cognitiva y moral parece bastante razonable. Este texto es un ensayo que entiende que la matriz de racionalidad tiene mucho que aportar a la comprensión del fenómeno educativo de nuestro tiempo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Different perspectives approach education beyond the dominant instrumental rationality. One of them is dialogue between hermeneutics and education that produces alternative terms to think about the educational phenomenon. What meanings do we want for the educational phenomenon of our time? The objective is to reflect on the contributions of hermeneutics to education. We start from the understanding that hermeneutics allows to unveil the many veiled/crowded meanings present in education. That which is established in the field of school education and educational work requires being taken as a phenomenon to be repeatedly questioned and reflected upon. If today we live immersed in a culture of boredom, then hermeneutics can help us to think a culture of meaning for the educational phenomenon, a context in which the definition of minimum guidelines for the formation of cognitive and moral autonomy seems quite reasonable. This text is an essay that understands that this matrix of rationality has much to contribute to the understanding of the educational phenomenon of our time.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Hermenêutica]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Cultura do tédio]]></kwd>
<kwd lng="pt"><![CDATA[Cultura do sentido]]></kwd>
<kwd lng="en"><![CDATA[Hermenéutica]]></kwd>
<kwd lng="en"><![CDATA[Educación]]></kwd>
<kwd lng="en"><![CDATA[Cultura del aburrimiento]]></kwd>
<kwd lng="en"><![CDATA[Cultura del sentido]]></kwd>
<kwd lng="pt"><![CDATA[Hermeneutics]]></kwd>
<kwd lng="pt"><![CDATA[Education]]></kwd>
<kwd lng="pt"><![CDATA[Culture of boredom]]></kwd>
<kwd lng="pt"><![CDATA[Culture of meaning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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