<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922022000200316</article-id>
<article-id pub-id-type="doi">10.20396/etd.v24i2.8659807</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A DISPUTA DE NIETZSCHE COM SÓCRATES E SEUS EFEITOS PARA A EDUCAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[NIETZSCHE'S DISPUTE WITH SOCRATES AND ITS EFFECTS ON EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LA DISPUTA DE NIETZSCHE CON SÓCRATES Y SUS EFECTOS EN LA EDUCACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hardt]]></surname>
<given-names><![CDATA[Lúcia Schneider]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A02"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>316</fpage>
<lpage>333</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922022000200316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922022000200316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922022000200316&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo debruça-se sobre a filosofia dos antagonismos de Nietzsche para buscar suas repercussões formativas considerando a arte, ciência e a educação. O modelo agonístico presente na obra de Nietzsche é tomado como definidor para as apreciações das sutilezas dos embates filosóficos, especialmente a disputa com Sócrates. Na dinâmica da disputa, a potência do elogio, da crítica e também de uma autocrítica. Este solo filosófico conecta- se com o solo pedagógico, fazendo surgir métodos de análise e de prática que configuram uma possível educação agônica. Nestes termos, a disputa educativa resgata uma vitalidade por meio do método genealógico que visa discutir invenção, descoberta, explicação e interpretação considerando o arranjo dos conceitos para contestar sua imutabilidade ontológica e gerar nova orientação em termos epistemológicos. Mostrar disposição em pensar com Nietzsche, sem necessariamente abandonar Sócrates, implicaria refletir sobre como o excesso de fixidez instaurada por nossas invenções pedagógicas têm impedido descobertas mais robustas para fazer acontecer outra educação. Será necessário antes questionar o valor da verdade que ainda reina entre nós para levar às últimas consequências o projeto nietzschiano de transvaloração de todos os valores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article focuses on Nietzsche's philosophy of antagonisms to seek its formative repercussions considering art, science and education. The agonistic model present in Nietzsche's work is taken as the defining factor for assessing the subtleties of philosophical clashes, especially the dispute with Socrates. In the dispute dynamics, the power of praise, criticism and also self-criticism. This philosophical soil connects with the pedagogical soil, giving rise to methods of analysis and practice that configure a possible agonic education. In these terms, the educational dispute rescues vitality through the genealogical method that aims to discuss invention, discovery, explanation and interpretation considering the arrangement of concepts to contest their ontological immutability and generate new guidance in epistemological terms. Be willing to think with Nietzsche, without necessarily abandoning Socrates, would imply reflecting on how the excess of fixity brought about by our pedagogical inventions has prevented more robust discoveries to make another education happen. It will be necessary, before all, to question the value of the truth that still reigns among us in order to bring the Nietzschean project of transvaluing all values to its final consequences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo se centra en la filosofía de antagonismos de Nietzsche para buscar sus repercusiones formativas teniendo en cuenta el arte, la ciencia y la educación. El modelo agonista presente en el trabajo de Nietzsche se toma como un factor definitorio para la evaluación de las sutilezas de los enfrentamientos filosóficos, especialmente la disputa con Sócrates. En la dinámica de disputa, el poder de la alabanza, la crítica y también la autocrítica. Este suelo filosófico se conecta con el suelo pedagógico, dando lugar a métodos de análisis y práctica que configuran una posible educación agónica. En estos términos, la disputa educativa rescata la vitalidad a través del método genealógico que tiene como objetivo discutir la invención, el descubrimiento, la explicación y la interpretación considerando la disposición de los conceptos para impugnar su inmutabilidad ontológica y generar una nueva orientación en términos epistemológicos. Mostrar disposición para pensar con Nietzsche, sin abandonar necesariamente a Sócrates, implicaría reflexionar sobre cómo el exceso de fijación provocado por nuestros inventos pedagógicos ha impedido descubrimientos más sólidos para que otra educación suceda. Más bien, será necesario cuestionar el valor de la verdad que aún reina entre nosotros para llevar el proyecto nietzscheano de transvaluar todos los valores a sus últimas consecuencias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Agonismo]]></kwd>
<kwd lng="pt"><![CDATA[Nietzsche]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Sócrates]]></kwd>
<kwd lng="en"><![CDATA[Agonism]]></kwd>
<kwd lng="en"><![CDATA[Nietzsche]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Socrates]]></kwd>
<kwd lng="es"><![CDATA[Agonismo]]></kwd>
<kwd lng="es"><![CDATA[Nietzsche]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Sócrates]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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