<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000100013</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.064.ao05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os fios emaranhados do cultivo de si e o diálogo com a pedagogia]]></article-title>
<article-title xml:lang="en"><![CDATA[The tangled threads of self-cultivation and dialogue with pedagogy]]></article-title>
<article-title xml:lang="es"><![CDATA[Los hilos enredados del autocultivo y el diálogo con la pedagogía]]></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"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>64</numero>
<fpage>272</fpage>
<lpage>297</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Tomando como ponto de partida o conceito de cultivo de si em Nietzsche, o artigo tem como objetivo analisar na obra do filósofo a dimensão do sujeito com vistas a pensar o campo da educação e possíveis desdobramentos pedagógicos. Nesse entorno, o artigo dialoga também com Foucault, considerando o conceito de cuidado de si para sugerir aproximações entre os dois autores e em alguma medida diferenciá-los da perspectiva socrática. O texto problematiza, sem desqualificar, as possibilidades de formação em espaços institucionais para destacar a importância do cultivar a si mesmo, pois tais práticas instauram, permitem pensar de outras formas temas da Educação e, para além dela, a nós mesmos, sejamos alunos ou mestres.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Taking as a starting point the concept of &#8216;self-cultivation&#8217; in Nietzsche, the article aims to analyze, in the work of the philosopher, the dimension of the subject to think the field of education and possible pedagogical developments. In this context, the article also dialogues with Foucault, considering the concept of self-care to suggest approximations between the two authors and to some extent differentiate them from the Socratic perspective. The text problematizes, without disqualifying, the possibilities of formation in institutional spaces to emphasize the importance of cultivating oneself, because these practices establish and allow to think in other ways themes of the Education and, beyond it, to think ourselves, as students or masters.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Tomando como punto de partida el concepto de autocultivo en Nietzsche, el artículo tiene como objetivo analizar en la obra del filósofo la dimensión del tema para pensar sobre el campo de la educación y los posibles desarrollos pedagógicos. En este contexto, el artículo también dialoga con Foucault, considerando el concepto de autocuidado para sugerir aproximaciones entre los dos autores y, en cierta medida, diferenciarlos de la perspectiva socrática. El texto problematiza, sin descalificar, las posibilidades de formación en espacios institucionales para resaltar la importancia de cultivarse uno mismo, porque tales prácticas establecen, nos permiten pensar de otra manera temas de educación y, además de nosotros mismos, si somos estudiantes o Maestros]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Nietzsche]]></kwd>
<kwd lng="pt"><![CDATA[Cultivo de si]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Nietzsche]]></kwd>
<kwd lng="en"><![CDATA[Self-cultivation]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Nietzsche]]></kwd>
<kwd lng="es"><![CDATA[Autocultivo]]></kwd>
<kwd lng="es"><![CDATA[Pedagogia]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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