<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022014000100012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Nos interstícios da cidadania: a inevitabilidade e urgência da dimensão da virtude cívica na educação]]></article-title>
<article-title xml:lang="en"><![CDATA[In the interstices of citizenship:: the inevitable, urgent character of the dimension of civic virtue in education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[Eduardo Nuno]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2014</year>
</pub-date>
<volume>40</volume>
<numero>01</numero>
<fpage>181</fpage>
<lpage>196</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022014000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022014000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022014000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo tem dois objetivos centrais. O primeiro é problematizar a conceptualização da cidadania, de acordo com sua acepção moral e o segundo é equacionar as respectivas implicações para qualquer projeto educativo que reconheça a importância da educação para a cidadania em contexto escolar. Assim, primeiramente serão feitas algumas considerações a respeito da dimensão poliédrica do conceito de cidadania. Especificamente, salientaremos que a cidadania participativa, além de requerer conhecimentos e competências, abrange igualmente o domínio de recursos pessoais e extrapessoais, bem como as disposições conducentes à ação. Ademais, existe um vínculo entre a constituição moral de cada cidadão, a democracia e a vivência democrática. Finalmente, abordaremos a cidadania democrática, a qual envolve a capacidade da pessoa de se mover além dos seus próprios interesses individuais, para que possa comprometer-se com o bem da comunidade onde se encontra inserida. A cidadania, nessa perspectiva, origina uma latente tensão que necessita ser prudentemente dirimida. O processo educativo, portanto, desenvolve-se na fronteira escorregadia entre a doutrinação e o respeito pela livre escolha individual, devendo existir uma fidelidade intransigente à bússola balizadora dos direitos humanos (UNESCO, 2006), os quais privilegiam a defesa da dignidade das pessoas, o direito ao desenvolvimento da personalidade e o combate a todas as formas de discriminação (ROLDÃO, 1992; SANTOS, 2011).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article has two central points. The first is to problematize the conceptualization of citizenship according to its moral meaning; the second is to evaluate its respective implications for any educational projects that recognize the relevance of education for citizenship in the school context. Therefore, a few considerations will initially be made regarding the polyhedral dimension of the concept of citizenship. We will particularly emphasize that, besides requiring knowledge and competences, participatory citizenship also covers the domains of personal and extra personal resources, as well as the dispositions leading to action. Moreover, there is a bond between each citizen’s moral constitution, democracy itself, and the experiencing of democracy. Finally, we will approach democratic citizenship, which involves one’s capacity to move beyond one’s own individual interests in order to be committed to the good of the community. In this perspective, citizenship raises a latent tension that must be wisely settled. The educational process therefore occurs in the slippery border between indoctrination and the respect for free individual choice, thus calling for strict faithfulness to the guiding compass of human rights (UNESCO, 2006), which favors defending people’s dignity, the right to the development of personality, and the fighting of all forms of discrimination (ROLDÃO, 1992; SANTOS, 2011).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Democracia;]]></kwd>
<kwd lng="pt"><![CDATA[Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[Educação;]]></kwd>
<kwd lng="pt"><![CDATA[Caráter]]></kwd>
<kwd lng="en"><![CDATA[Democracy;]]></kwd>
<kwd lng="en"><![CDATA[Citizenship;]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Characte]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Nos  interst&iacute;cios da cidadania: a inevitabilidade e urg&ecirc;ncia da dimens&atilde;o da virtude  c&iacute;vica na educa&ccedil;&atilde;o.</h2> <h3>In the interstices of citizenship: the inevitable,  urgent character of the dimension of civic virtue in education.</h3>     <p>&nbsp;</p> <h4>Eduardo  Nuno Fonseca</h4> </font>      ]]></body><back>
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