<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312010000200005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reificação e reconhecimento: reflexões para a pesquisa em educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisan]]></surname>
<given-names><![CDATA[Amarildo Luiz]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossatto]]></surname>
<given-names><![CDATA[Noeli Dutra]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,UFSM  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<volume>16</volume>
<numero>31</numero>
<fpage>275</fpage>
<lpage>286</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312010000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312010000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312010000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo, propomos desvendar o “reconhecimento prévio do outro” como uma condição não-epistêmica fundamental das pesquisas em educação, evitando certos problemas ocasionados pela reificação, isto é, a atitude de não reconhecer o saber da alteridade. Percebemos, a partir das reflexões de Axel Honneth, a existência de uma instância fundamental: subjacente à perspectiva do conhecimento existe uma condição não-epistêmica que pode se orientar pelos motivos dos outros. Trata-se de uma proposta que foge, portanto, da disputa entre diferentes perspectivas epistemológicas e da polarização ou da contraposição entre elementos subjetivos e objetivos, ambos reificados. Assumir a postura de reconhecimento do outro implica, enfim, o reconhecimento de sua alteridade por intermédio da sua vivência em plenitude. Nesse aspecto, a teoria de Honneth vem preencher uma lacuna no acontecer das pesquisas educacionais, pois até poderíamos arriscar dizer que, sem este acolhimento do outro, qualquer iniciativa estaria sujeita a recair nas malhas da reificação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper we propose to unravel the “prior recognition of the other” as a fundamental non-epistemic condition of the researches in education, avoiding certain problems caused by reification, that is, the attitude of not recognizing the knowledge of otherness. Based on the reflections of Axel Honneth, we observed the existence of a fundamental instance: underlying the perspective of knowledge there is a nonepistemic condition that can be oriented by the motives of others. It is, therefore, a proposal that shuns away from the dispute between different epistemological perspectives and the polarization or counterpoint among subjective and objective elements, both reified. To assume the recognition of the other implies, finally, the recognition of its otherness through its existence in fullness. In this aspect, Honneth’s theory comes to fill a gap in the case of the educational researches, because we could even risk saying that, without this acceptance of the other, any initiative would be subjected to fall into the nets of reification.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Dans cet article, nous proposons révéler la « reconnaissance première de l’Autre » comme une condition non-épistémique fondamentale des recherches en éducation, évitant certains problèmes occasionnés par la réification, c’est-à-dire, l’attitude de ne pas reconnaître le savoir de l’altérité. Nous percevons, à partir des réflexions de Axel Honneth, l’existence d’une instance fondamentale : subjacent à la perspective du savoir il existe une condition non-épistémique qui peut s’orienter par les motifs des autres. Il s’agit d’une proposition qui fuit, pourtant, à la dispute entre différentes perspectives épistémologiques et de la polarisation ou contrepoint entre éléments subjectifs et objectifs, les deux étant réifiés. Assumer la position de reconnaissance de l’autre implique, enfin, la reconnaissance de son altérité par l’intermédiaire d’être vécue pleinement. Selon cet aspect, la théorie de Honneth vient remplir une lacune dans la réalisation des recherches éducationnelles, puisque nous pourrions courir le risque de dire que, sans cet accueil de l’autre, toute initiative serait portée à retomber dans les filets de la réification.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En este artículo, proponemos desvelar el “reconocimiento previo del otro” como una condición no epistemológica fundamental de las investigaciones en educación, evitando ciertos problemas ocurridos por la reificación, eso es, la actitud de no reconocer el saber de la alteridad. Percibimos, desde reflexiones de Axel Honneth, la existencia de una instancia fundamental: so la perspectiva del conocimiento existe una condición no epistemológica que puede orientarse por los motivos de los otros. Se trata de una propuesta que huye, por lo tanto, de la disputa entre diferentes perspectivas epistemológicas y de la polarización o de la contraposición entre elementos subjetivos y objetivos, ambos reificados. Asumir la postura de reconocimiento del otro implica, por fin, el reconocimiento de su alteridad por intermedio de su convivencia en plenitud. En este aspecto, la teoría de Honneth viene rellenar un hueco en el hecho de las investigaciones educacionales, pues podríamos arriesgar a decir que, sin este acogimiento del otro, cualquier iniciativa estaría sujeta a recaer en las mallas de la reificación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Reificação]]></kwd>
<kwd lng="pt"><![CDATA[Axel Honneth]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Educacional]]></kwd>
<kwd lng="en"><![CDATA[Reification]]></kwd>
<kwd lng="en"><![CDATA[Recognition]]></kwd>
<kwd lng="en"><![CDATA[Axel Honneth]]></kwd>
<kwd lng="en"><![CDATA[Educational Research]]></kwd>
<kwd lng="fr"><![CDATA[Réification]]></kwd>
<kwd lng="fr"><![CDATA[Reconnaissance]]></kwd>
<kwd lng="fr"><![CDATA[Axel Honneth]]></kwd>
<kwd lng="fr"><![CDATA[Recherche Éducationnelle]]></kwd>
<kwd lng="es"><![CDATA[Reificación]]></kwd>
<kwd lng="es"><![CDATA[Reconocimiento]]></kwd>
<kwd lng="es"><![CDATA[Axel Honneth]]></kwd>
<kwd lng="es"><![CDATA[Investigación Educacional]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Reifica&ccedil;&atilde;o e reconhecimento:  reflex&otilde;es para a pesquisa em educa&ccedil;&atilde;o.</h2> <h3>Reification and recognition: reflections for research in education.</h3> <h3>Reificaci&oacute;n y reconocimiento: reflexiones para la investigaci&oacute;n en  educaci&oacute;n.</h3> <h3>R&eacute;ification et reconnaissance : r&eacute;flexions pour la recherche en &eacute;ducation.</h3>     <p>&nbsp;</p> <h4>Amarildo Luiz Trevisan, Noeli  Dutra Rossatto    <br> </h4> </font>      ]]></body><back>
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