<?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>S1676-25922023000100205</article-id>
<article-id pub-id-type="doi">10.20396/etd.v25i00.8667406</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A PALAVRA DOCENTE COMO RESPOSTA À NATALIDADE]]></article-title>
<article-title xml:lang="en"><![CDATA[THE TEACHER'S WORD AS A REPLY TO NATALITY]]></article-title>
<article-title xml:lang="es"><![CDATA[LA PALABRA DOCENTE COMO RESPUESTA A LA NATALIDAD]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fanizzi]]></surname>
<given-names><![CDATA[Caroline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lajonquière]]></surname>
<given-names><![CDATA[Leandro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Université Paris VIII  ]]></institution>
<addr-line><![CDATA[Paris ]]></addr-line>
<country>França</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></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>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922023000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922023000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922023000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO No que tange ao exercício do ofício docente, discute-se com frequência acerca da maior ou menor adequação da formação técnica dispensada aos professores, dos recursos materiais de que dispõem, das metodologias de ensino utilizadas, da quantidade de alunos em sala de aula etc. Contudo, estaria a possibilidade de exercício da docência reduzida a uma adequada combinação de tal sorte de elementos? Quais são as implicações dessa redução à educação e ao lugar de sujeito de palavra que o professor ocupa em seu ofício? Para o exame dessas questões, buscaremos articular escritos de psicanálise na educação e temas centrais do pensamento de Hannah Arendt, em especial aqueles mobilizados em seu ensaio acerca da crise na educação no mundo moderno. A partir de tais elementos, desenvolveremos a proposição de que, antes de ser o resultado de uma combinação de aspectos pedagógicos mais ou menos adequados, o exercício da docência enraíza-se na possibilidade de o professor usufruir de um lugar de enunciação em nome próprio em seu ofício, isto é, de um lugar de autoridade &#8211; e responsabilidade &#8211; desde o qual se faz possível endereçar uma palavra a uma criança, enquanto sujeito singular e representante do mundo comum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Regarding the exercise of the teaching profession, there is often a discussion about the greater or lesser adequacy of the technical training provided to teachers, the material resources available to them, the teaching methodologies used, the number of students in the classroom etc. However, would the possibility of teaching be reduced to a suitable combination of such elements? What are the implications of this reduction to education and to the place of subject of word that the teacher occupies in his profession? For the examination of these questions, we will seek to articulate psychoanalysis writings on education and central themes of Hannah Arendt&#8217;s thought, especially those mobilized in her essay about the crisis in education in the modern world. From these elements we will develop the proposition that, before being the result of a combination of more or less adequate pedagogical aspects, the exercise of teaching is rooted in the possibility of the teacher enjoying a place of enunciation in his own name, that is, a place of authority - and responsibility - from which it is possible to address a word to a child, as a singular subject and as a representative of the common world.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Cuando se discute sobre el ejercicio de la profesión docente, los argumentos se reducen a la mayor o menor adecuación de la formación técnica que se imparte a los docentes, a los recursos materiales con los que cuentan, a las metodologías didácticas utilizadas, a el número de alumnos en el aula, etc. ¿Sin embargo, la posibilidad de ejercer la docencia podría ser reducida a una combinación adecuada de este tipo de elementos? ¿Cuáles son las implicaciones de esa manera de pensar la educación y el lugar de sujeto de palabra que desempeña el docente en su oficio? Para examinar esta cuestión, buscaremos articular una lectura psicoanalítica de la educación con el pensamiento de Hannah Arendt, especialmente aquellos movilizados en su ensayo sobre la crisis de la educación en el mundo moderno. A partir de estos elementos, desarrollaremos la proposición de que, antes que ser el resultado de una combinación de aspectos pedagógicos más o menos adecuados, el ejercicio de la enseñanza radica en la posibilidad de que el docente usufructúe de un lugar de enunciación en nombre propio en su trabajo, es decir, un lugar de autoridad y responsabilidad, desde el cual le sea posible dirigir una palabra a un niño, como sujeto singular y representante del mundo común.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Condições do ofício docente]]></kwd>
<kwd lng="pt"><![CDATA[Psicanálise e educação]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia da educação]]></kwd>
<kwd lng="pt"><![CDATA[Autoridade do professor]]></kwd>
<kwd lng="pt"><![CDATA[Crise na educação]]></kwd>
<kwd lng="en"><![CDATA[Teaching work conditions]]></kwd>
<kwd lng="en"><![CDATA[Psychoanalysis and Education]]></kwd>
<kwd lng="en"><![CDATA[Filosofia da educação]]></kwd>
<kwd lng="en"><![CDATA[Autoridade do professor]]></kwd>
<kwd lng="en"><![CDATA[Crise na educação]]></kwd>
<kwd lng="es"><![CDATA[Condiciones del oficio docente]]></kwd>
<kwd lng="es"><![CDATA[Psicoanálisis y educación]]></kwd>
<kwd lng="es"><![CDATA[Filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[Autoridad del profesor]]></kwd>
<kwd lng="es"><![CDATA[Crisis en la educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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