<?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>S1517-97022019000100596</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201945205293</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por uma concepção filosófica da educação]]></article-title>
<article-title xml:lang="en"><![CDATA[For a philosophical conception of education]]></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 Distrito Federal]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022019000100596&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022019000100596&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022019000100596&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O tema geral deste ensaio é a pergunta: o que é filosofia da educação? Seu propósito específico consiste em se contrapor ao que pode ser considerado uma concepção escolar de educação. Segundo tal concepção, a educação seria, basicamente, o exercício de uma profissão em que caberia ao professor ensinar alguma coisa ao(s) estudante(s). Ao concebê-la assim, restaria à filosofia da educação a tarefa de mediar um debate entre teorias pedagógicas cuja finalidade seria orientar a prática docente. Portanto, ela própria, a filosofia da educação, não se ocuparia diretamente da educação enquanto um problema filosófico. Este ensaio, por sua vez, se propõe a defender outra perspectiva. A filosofia da educação deve ser compreendida como filosofia, ao invés de ser reduzida à mediação de um debate entre outras teorias. Para tanto, é fundamental resgatar aquilo que caracteriza uma atividade filosófica para, somente então, definir o que deve caracterizar a filosofia da educação. Como consequência, ela pode reassumir sua posição para elaborar, enfim, uma concepção filosófica de educação e, finalmente, fazer jus à sua condição de filosofia. Por fim, este ensaio apresentará a educação como uma experiência universal em que o ser humano procura desenvolver as possibilidades de sua humanidade. E a característica fundamental dessa experiência é a transformação interminável do ser mesmo de quem a realiza, no intuito de afirmar a sua singularidade. A hermenêutica fenomenológica, compreendida, em particular, a partir da perspectiva de Heidegger e Gadamer, é o método pelo qual este ensaio realizará seu propósito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The general subject of this essay is the question, what is philosophy of education? Its specific purpose is to confront what may be considered a &#8220;schooled conception&#8221; of education. According to this conception, education would be basically the exercise of a profession in which the teacher should teach something to the student(s). By so conceiving it, it philosophy of education would merely mediate the debate between pedagogical theories whose purpose is to guide teaching practice. Therefore, philosophy of education itself would not be directly concerned with education as a philosophical problem. This essay, in turn, aims to argue for another point of view. Philosophy of education should be understood as philosophy rather than being reduced to a mediator in a debate among other theories. Therefore, it is essential to rescue what typically philosophical activity and then define what philosophy of education should be. As a result, philosophy of education can resume its position to elaborate a philosophical conception of education and, finally, to do justice to its condition of philosophy. Finally, this essay will conceive education as a universal experience through which human beings seek to develop the possibilities of their humanity. And the fundamental aspect of this experience is the endless transformation of the very being of the person who performs the experience, in order to establish their singularity. Phenomenological hermeneutics, taken from Heidegger&#8217;s and Gadamer&#8217;s point of view, is the method by which this essay will accomplish its purpose.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Transformação]]></kwd>
<kwd lng="pt"><![CDATA[Singularidade]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Transformation]]></kwd>
<kwd lng="en"><![CDATA[Singularity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
