<?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>S1981-416x2023000200874</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.077.ao04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação, racionalidade e formação para os fins humanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Education, rationalism, and training for human purposes]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación, racionalidad y formación para los fines humanos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corbiniano]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás (UFG) Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>77</numero>
<fpage>874</fpage>
<lpage>885</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000200874&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000200874&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000200874&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Como desdobramento de pesquisa na área da educação, este artigo tem o objetivo de apresentar questões, conceitos e aspectos de base da razão moderna indispensáveis para a compreensão dos fundamentos racionais da educação. Tomando como base o pensamento de Kant, a razão é atividade única de conhecimento, embora exercendo-se sob dois planos epistemológicos distintos: o teórico e o prático. Na dimensão, teórica a razão funda as possibilidades do sujeito do conhecimento, na dimensão prática a razão se abre ao universo dos fins humanos estabelecendo a condição do homem como um ser ético, moral. Ambos os interesses da razão são indispensáveis ao sentido da natureza racional e, consequentemente, ao sentido da educação. O ser humano nasce com a disposição para o entendimento e a moralidade, todavia, ambas disposições não se concretizam senão à medida que o ser humano entra em contato com a cultura, sendo, então, formado, educado. A obra kantiana marca a educação moderna pela necessidade de tornar o homem mais esclarecido possível como ser de conhecimento e ação. Afirmar que é da convergência dos dois interesses da razão - o prático e o teórico - que se pode conceber o sujeito autônomo no sentido vigoroso do termo, significa, ao mesmo tempo, afirmar que o esclarecimento passa pela questão do conhecimento mediante conceitos, passa pela formação da capacidade de pensar e pela valorização da formação ético-política. Estes fatores juntos se constituem nos maiores esforços da educação que se possa afirmar crítica e ratificadora da liberdade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is a result of research in education. It seeks to present issues, concepts, and basic aspects of modern rationalism that are essential to understand the rational foundations of education. It is based on Kant's thought, in which rationalism is the only activity of knowledge, although taken under two different epistemological planes: the theoretical and the practical. In the theoretical dimension, rationalism establishes the possibilities of the subject of knowledge, while in the practical dimension, it opens up to the universe of human ends, establishing the condition of man as an ethical and moral being. Both interests of rationalism are indispensable to the sense of rational nature, and consequently to the sense of education. The human being is born with a disposition for understanding and morality, however, both dispositions only materialize as the subject comes into contact with the culture, being, then, formed and educated. The Kantian work marks modern education with the need to make man as enlightened as possible as a being of knowledge and action. To affirm that the two interests of rationalism are close - the practical and the theoretical - and that the subject can be conceived as truly autonomous means, at the same time, to affirm that enlightenment passes through the question of knowledge through concepts, through the formation of the ability to think and by valuing ethical-political training. Together, these factors comprise the greatest efforts of education that can be said to criticize and confirm freedom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Como desdoblamiento de una investigación en el área de la educación, este artículo tiene el objetivo de presentar cuestiones, conceptos y aspectos de base de la razón moderna que son indispensables para la comprensión de los fundamentos racionales de la educación. Tomando como base el pensamiento de Kant, la razón es una actividad única de conocimiento, aunque se ejerza bajo dos planos epistemológicos distintos: el teórico y el práctico. En la dimensión teórica, la razón funda las posibilidades del sujeto del conocimiento; en la dimensión práctica, la razón se abre al universo de los fines humanos estableciendo la condición del hombre como un ser ético, moral. Ambos intereses de la razón son indispensables para el sentido de la naturaleza racional y, consecuentemente, para el sentido de la educación. El ser humano nace con la disposición para el entendimiento y la moralidad; sin embargo, ambas disposiciones no se concretizan sino a medida que el sujeto entra en contacto con la cultura, siendo, entonces, formado, educado. La obra kantiana marca la educación moderna por la necesidad de hacer que el hombre sea lo más esclarecido posible como ser de conocimiento y acción. Afirmar que, desde la convergencia de los dos intereses de la razón - el práctico y el teórico -, se puede concebir al sujeto autónomo en el sentido vigoroso del término, significa, al mismo tiempo, afirmar que el esclarecimiento pasa por la cuestión del conocimiento mediante conceptos, pasa por la formación de la capacidad de pensar y por la valorización de la formación ético-política. Estos factores, juntos, se constituyen como los mayores esfuerzos de una educación que se pueda afirmar como crítica y ratificadora de la libertad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Razão prática]]></kwd>
<kwd lng="pt"><![CDATA[Teórica]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Practical and theoretical rationalism]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Razón práctica y teórica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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