<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432020000200091</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2020.v29.n58.p91-104</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESCOLA SEM PARTIDO E A DESTITUIÇÃO DA RESPONSABILIDADE E AUTORIDADE DO PROFESSOR: CRÍTICA A PARTIR DO PENSAMENTO DE HANNAH ARENDT]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL WITHOUT PARTY AND THE DEPRIVATION OF THE EDUCATOR&#8217;S RESPONSIBILITY AND AUTHORITY: A CRITIQUE BASED ON HANNAH ARENDT&#8217;S THINKING]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCUELA SIN PARTIDO Y LA ELIMINACIÓN DE LA RESPONSABILIDAD Y LA AUTORIDAD DEL MAESTRO: CRÍTICA DEL PENSAMIENTO DE HANNAH ARENDT]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonte]]></surname>
<given-names><![CDATA[Sandra Soares Della]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemos]]></surname>
<given-names><![CDATA[Cilésia]]></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[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>29</volume>
<numero>58</numero>
<fpage>91</fpage>
<lpage>104</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432020000200091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432020000200091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432020000200091&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Busca-se compreender e criticar, a partir das contribuições do pensamento de Hannah Arendt sobre a educação, o movimento Escola sem Partido. Destaca-se, em especial, o impacto das suas proposições na descaracterização da função docente. A partir de um estudo teórico bibliográfico de cunho qualitativo, identificou-se que por meio de investidas na elaboração de projetos de leis e pressões sociais diversas, esse movimento confere um clima policialesco sobre a atuação do professor, destituindo-lhe da responsabilidade e da autoridade na condução do trabalho educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper aims to understand and criticize the &#8220;School without Party&#8221; movement, in the light of Hannah Arendts ideias on education. It highlights the mischaracterization of the goals of teaching. Based on bibliographical qualitative theoretical study it identifies that through the elaboration of law project&#8217;s and social pressure, this movement creates an environment of surveillance over the teacher, who is deprived of the responsibility and authority of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Busca comprender y criticar, a partir de los aportes del pensamiento de Hannah Arendt sobre educación, el movimiento &#8220;Escuela Sin Partido&#8221;. En particular, se destaca el impacto de sus propuestas en la desfiguración de la función docente. A partir de un estudio bibliográfico teórico de carácter cualitativo, se identificó que, a través de inversiones en la elaboración de proyectos de ley y de diversas presiones sociales, este movimiento genera un clima policial al desempeño del profesor, privándolo de responsabilidad y autoridad en la conducción de la labor educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Escola sem Partido]]></kwd>
<kwd lng="pt"><![CDATA[Hannah Arendt]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[&#8220;School without Party&#8221;]]></kwd>
<kwd lng="en"><![CDATA[Hannah Arendt]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[&#8220;Escuela sin Partido&#8221;]]></kwd>
<kwd lng="es"><![CDATA[Hannah Arendt]]></kwd>
</kwd-group>
</article-meta>
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