<?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>S1981-416x2021000200821</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.069.ao02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O dilema da autoridade educacional num mundo &#8220;fora dos eixos&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[The dilemma of authority in the world is out of joint]]></article-title>
<article-title xml:lang="es"><![CDATA[El dilema de la autoridad en el mundo &#8220;fuera de los ejes&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petry]]></surname>
<given-names><![CDATA[Cleriston]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cenci]]></surname>
<given-names><![CDATA[Angelo Vitório]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá Mato Grosso]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[Passo Fundo Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>69</numero>
<fpage>821</fpage>
<lpage>845</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000200821&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000200821&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000200821&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No presente artigo, apresentamos uma reflexão acerca do dilema da autoridade educacional que se estruturou num mundo &#8220;fora dos eixos&#8221;. Tal mundo, apesar disso, exige a autoridade docente para introduzir os &#8220;recém-chegados&#8221;, porque a essência da educação é a &#8220;natalidade&#8221;, isto é, o fato de os seres humanos nascerem no mundo. Porém, a crise da Modernidade é caracterizada pelo fim da Tradição e da autoridade e o problema da educação é não poder abrir mão de ambas. Assim, o problema reside no fundamento da autoridade educacional num contexto em que a autoridade chegou ao fim. O dilema se complexifica, pois a autoridade é confundida com o &#8220;autoritarismo&#8221;, oriundo das experiências totalitárias, as quais exigiam ou estimularam uma &#8220;obediência cega&#8221; por meio da violência e do terror (Arendt) e com as formas destrutivas de autoridade, como o paternalismo e a autonomia (Sennett). Argumentamos que a autoridade deve ser fundamentada na responsabilidade dos adultos pela criança e pela continuidade do mundo. Ademais, defendemos não haver educação sem transmissão, do mesmo modo que não há educação sem autoridade. A educação é uma relação geracional em que adultos introduzem os &#8220;novos&#8221; e lhes permitem experimentar o mundo e a si mesmos como novidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract On this article, we present a reflection about the dilemma of educational authority that has been structured in an "amiss world". This world, although that, demands the academic authority to introduce the &#8220;newcomers&#8221;, because the essence of education is the &#8220;natality&#8221;, i.e, the fact that human beings are born for the world. However, the crisis of Modernity is favored by the end of the tradition and the authority, and the problem of education is not to be able to occur without them both. Thus, the problem resides on the basis of the educational authority in a context that the authority itself has ended. The dilemma becomes more complex, because &#8220;authority&#8221; has been confused with &#8220;authoritarianism&#8221; (derived from totalitarian experiences, that required or stimulated a &#8220;blind obedience&#8221; or through violence and terror) and, also, with the destructive forms of authority, according to Sennett, like the paternalism and the autonomy. Therefore, we argue that the authority must be based on the responsibility of adults upon children and their development and the continuity of the world. Furthermore, there is no education without transmission, as well as that there is no education without authority. Education is a relation between generations in which adults insert the &#8220;youngs&#8221; and allow them to experiment the world and themselves as newness.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este texto, presentamos una reflexión sobre el dilema de la autoridad educacional que se ha estructurado en un mundo &#8220;fuera de los ejes&#8221;. Este mundo, a pesar de eso, exige la autoridad docente para introducir los &#8220;recién-llegados&#8221;, porque la esencia de la educación es la &#8220;natalidad&#8221;, o sea, el hecho de que los seres humanos nazcan para el mundo. Pero, la crisis de la Modernidad es caracterizada por el fin de la Tradición y de la autoridad y el problema de la educación es que no puede ocurrir sin ambas. Así, el problema está en el fundamento de la autoridad educacional en un contexto en que la autoridad ha llegado al final. El dilema se torna más complejo, pues la autoridad es confundida con el &#8220;autoritarismo&#8221;, que proviene de las experiencias totalitarias, las cuales exigían o estimulaban una &#8220;obediencia ciega&#8221; (Arendt), por medio de la violencia y del terror y con las formas destructivas de la autoridad, como el paternalismo y la autonomía (Sennett). Así, defendemos que la autoridad debe ser fundamentada en la responsabilidad de los adultos por el niño y por la continuidad del mundo. Además, no hay educación sin transmisión, de la misma manera que no hay educación sin autoridad. La educación es una relación entre generaciones en que los adultos introducen los &#8220;nuevos&#8221; y permiten a ellos experimentar el mundo y a sí mismos como novedad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autoridade]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Crise]]></kwd>
<kwd lng="en"><![CDATA[Authority]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Crisis]]></kwd>
<kwd lng="es"><![CDATA[Autoridad]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Crisis]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Hannah Arendt: Sócrates e a questão do totalitarismo]]></source>
<year>1999</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Instituto Piaget]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
