<?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>S1517-97022023000100684</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349264315</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma herança a ser lida: reflexões educacionais a partir de Hannah Arendt e Paul Ricoeur]]></article-title>
<article-title xml:lang="en"><![CDATA[An inheritance to be read: educational reflections based on Hannah Arendt and Paul Ricoeur]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Vanessa Sievers de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100684&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100684&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100684&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação oferece aos mais novos uma herança de conhecimentos e experiências, porém, com a crise da tradição, a relação das novas gerações com esse legado se torna problemática, seja porque ele perdeu sua legibilidade, seja porque é visto como ultrapassado. Este artigo sustenta que, apesar disso, cabe aos herdeiros ler, interpretar e ressignificar essa herança imperfeita. Nessa perspectiva, indaga-se, por um lado, se a tentativa de se apropriar desse legado pode provocar transformações no passado supostamente findo, e, por outro lado, questiona-se em que medida essa herança afeta os que com ela se envolvem. Ponto de partida para essa reflexão são o pensamento sobre educação de Hannah Arendt, em especial, o ensaio &#8220;A crise na educação&#8221; e a obra Tempo e narrativa de Paul Ricoeur, em particular sua abordagem da leitura no contexto da mímese III. O ato de ler, de acordo com o filósofo, se caracteriza por uma dialética que provoca transformações na narrativa e no leitor. Esse movimento mimético transformador entre leitor e texto ocorre também na dinâmica entre herdeiros e herança, que está no centro da formação dos jovens e das crianças? A partir dessa questão, busca-se estabelecer um diálogo entre a análise de Ricoeur da leitura e a reflexão sobre a tarefa da educação, segundo Arendt, de convidar os mais novos à &#8220;leitura&#8221; da herança de um mundo que os antecede.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Education offers the younger ones an inheritance of knowledge and experiences, however, with the crisis of tradition, the relationship of the new generations with this legacy becomes problematic, either because it has lost its legibility or because it is seen as outdated. This paper argues that, despite this, it is up to the heirs to read, interpret and re-signify this imperfect inheritance. In this perspective it is questioned, on the one hand, if the attempt to appropriate this legacy can cause transformations in the supposedly ended past, and, on the other hand, to what extent this inheritance affects those who are involved with it. The starting point for this reflection is Hannah Arendt&#8217;s thought on education, in particular, the essay &#8220;The crisis in education&#8221; and Paul Ricoeur&#8217;s work Time and narrative, in particular his approach to reading in the context of mimesis III. The act of reading, according to the philosopher, is characterized by a dialectic that causes transformations in the narrative and in the reader. Does this transforming mimetic movement between reader and text also occur in the dynamics between heirs and inheritance, which is at the heart of the formation of young people and children? Based on this question, the paper seeks to establish a dialogue between Ricoeur&#8216;s analysis of reading and the reflection on the task of education, according to Arendt, of inviting the youngest &#8220;to read&#8221; the inheritance of a world that precedes them.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Filosofia da educação]]></kwd>
<kwd lng="pt"><![CDATA[Hannah Arendt]]></kwd>
<kwd lng="pt"><![CDATA[Paul Ricoeur]]></kwd>
<kwd lng="pt"><![CDATA[Ato de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Crise da tradição]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of education]]></kwd>
<kwd lng="en"><![CDATA[Hannah Arendt]]></kwd>
<kwd lng="en"><![CDATA[Paul Ricoeur]]></kwd>
<kwd lng="en"><![CDATA[Act of reading]]></kwd>
<kwd lng="en"><![CDATA[Crises of tradition]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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