<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782021000100255</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782021260080</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação, autoridade e razão: possibilidades de crítica à perspectiva hermenêutica]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATION, AUTHORITY AND REASON: POSSIBILITIES OF CRITICISM TO THE HERMENEUTIC POINT OF VIEW]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN, AUTORIDAD Y RAZÓN: POSIBILIDADES DE CRÍTICA DESDE LA PERSPECTIVA HERMENÉUTICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Back]]></surname>
<given-names><![CDATA[Rainri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</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>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782021000100255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782021000100255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782021000100255&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este ensaio divide-se em três partes. Primeiro, apresenta as críticas de Gadamer contra a ideia de autoridade do Iluminismo. Depois, expõe as críticas de Habermas contra Gadamer. Por fim, contrapõe as respostas de Gadamer às críticas de Habermas. Aqui, interessa apenas as implicações do conceito de autoridade para a educação. Este ensaio não trata do debate geral entre Habermas e Gadamer. A finalidade é pensar sobre como, na educação, a autoridade influi sobre a razão. Para tanto, parte de uma pressuposição: uma boa educação visa estimular a liberdade da razão. Eis o problema: a autoridade não coíbe a liberdade da razão, fim de uma boa educação?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This essay is divided into three parts. First, it presents Gadamer&#8217;s criticisms against the idea of Enlightenment authority. Then it exposes the criticisms of Habermas against Gadamer. Finally, it counters Gadamer&#8217;s responses to Habermas&#8217;s criticisms. Here only the implications of the concept of authority for education are concerned. This essay will not deal with the general debate between Habermas and Gadamer. Its purpose is to think about how, in education, authority influences reason. Therefore, it presumes that a good education aims to stimulate the freedom of reason. Hence, the problem is: doesn&#8217;t authority restrain the freedom of reason, the very end of a good education?]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este ensayo se divide en tres partes. Primero, presenta las críticas de Gadamer a la idea de autoridad de la Ilustración. Luego, expone las críticas de Habermas contra Gadamer. Finalmente, contrasta las respuestas de Gadamer a las críticas de Habermas. Aquí, solo conciernen las implicaciones del concepto de autoridad para la educación. Este ensayo no abordará el debate general entre Habermas y Gadamer. El propósito es pensar cómo, en la educación, la autoridad influye en la razón. Por lo tanto, parte de una presuposición: una buena educación tiene como objetivo estimular la libertad de razón. Aquí está el problema: ¿la autoridad no restringe la libertad de la razón, el fin de una buena educación?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[autoridade]]></kwd>
<kwd lng="pt"><![CDATA[pessoa]]></kwd>
<kwd lng="pt"><![CDATA[tradição]]></kwd>
<kwd lng="pt"><![CDATA[razão]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="en"><![CDATA[authority]]></kwd>
<kwd lng="en"><![CDATA[person]]></kwd>
<kwd lng="en"><![CDATA[tradition]]></kwd>
<kwd lng="en"><![CDATA[reason]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="es"><![CDATA[autoridad]]></kwd>
<kwd lng="es"><![CDATA[persona]]></kwd>
<kwd lng="es"><![CDATA[tradición]]></kwd>
<kwd lng="es"><![CDATA[razón]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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