<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362024000100301</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362024003204542</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación o barbarie. Pensar la pedagogía más allá del bricolaje de supervivencia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação ou barbárie. Pensar a pedagogia para além da bricolagem de sobrevivência]]></article-title>
<article-title xml:lang="en"><![CDATA[Education or barbarism. Thinking about pedagogy beyond survival bricolage]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Charlot]]></surname>
<given-names><![CDATA[Bernard]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Paris 8  ]]></institution>
<addr-line><![CDATA[Paris ]]></addr-line>
<country>França</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe Grupo de Estudos e Pesquisas Educação e Contemporaneidade, ]]></institution>
<addr-line><![CDATA[Sergipe SE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>32</volume>
<numero>122</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362024000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362024000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362024000100301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este ensayo toma como ponto de partida dos observaciones, vinculadas: actualmente no existe una pedagogía contemporánea; estamos asistiendo a un retorno de la barbarie y a nuevas formas de barbarie. Para comprender esta situación y vislumbrar un camino a seguir, el artículo desarrolla tres análisis. Primero: no hay pedagogía contemporánea, pero, al final, ¿qué es una pedagogía y qué nos falta actualmente? Segundo: no hay una pedagogía contemporánea, pero hay nuevos discursos sobre la Educación: sobre la calidad de la Educación, sobre el cerebro, sobre la cibercultura, sobre el transhumanismo. Tercero, hay que reintroducir al ser humano en el centro de la reflexión pedagógica, pero ¿qué ser humano? Desde un punto de vista científico,¿qué es un ser humano? Apoyándose en la paleoantropología, el autor responde: el Hombre es una aventura y, por eso, la Educación es un derecho antropológico absoluto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio toma como ponto de partida duas observações, vinculadas: atualmente não existe uma pedagogia contemporânea; assistimos a um regresso da barbárie e a novas formas de barbárie. Para compreender esta situação e vislumbrar um caminho a seguir, o artigo desenvolve três análises. Primeiro: não existe uma pedagogia contemporânea, mas, afinal, o que é uma pedagogia e o que nos falta atualmente? Segundo: não existe uma pedagogia contemporânea, mas há novos discursos sobre a Educação: sobre a qualidade da educação, sobre o cérebro, sobre a cibercultura, sobre o transumanismo. Terceiro, devemos reintroduzir o ser humano no centro da reflexão pedagógica, mas que ser humano? Do ponto de vista científico, o que é um ser humano? Apoiando-se na paleoantropologia, o autor responde: o Homem é uma aventura e, por isso, a Educação é um direito antropológico absoluto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay takes as its starting point two linked observations: currently there is no contemporary pedagogy; and we are witnessing a return of barbarism and new forms of barbarism. To understand this situation and to envisage a way forward, the article develops three analyses. First: there is no contemporary pedagogy, but, after all, what is a pedagogy and what are we currently lacking? Second: there is no contemporary pedagogy, but there are new discourses on Education: on the quality of Education, on the brain, on cyberculture, on transhumanism. Third, we must reintroduce the human being to the center of pedagogical reflection, but which human being? From a scientific point of view, what is a human being? Drawing on paleoanthropology, the author answers: Man is an adventure and, therefore, Education is an absolute anthropological right.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Barbarie]]></kwd>
<kwd lng="es"><![CDATA[Antropología]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía Contemporánea]]></kwd>
<kwd lng="es"><![CDATA[Discursos sobre la Educación]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Barbárie]]></kwd>
<kwd lng="pt"><![CDATA[Antropologia]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia contemporânea]]></kwd>
<kwd lng="pt"><![CDATA[Discursos sobre Educação]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Barbarism]]></kwd>
<kwd lng="en"><![CDATA[Anthropology]]></kwd>
<kwd lng="en"><![CDATA[Contemporary pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Discourses on Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
