<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000400007</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.61965</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A AMOROSIDADE NO ATO DE EDUCAR EM PAULO FREIRE E HUMBERTO MATURANA: aproximações possíveis]]></article-title>
<article-title xml:lang="en"><![CDATA[THE LOVINGNESS IN THE ACT OF EDUCATING IN PAULO FREIRE AND HUMBERTO MATURANA: possible approximations]]></article-title>
<article-title xml:lang="es"><![CDATA[EL AMOR EN EL ACTO DE EDUCAR EN PAULO FREIRE E HUMBERTO MATURANA: posibles enfoques]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jackiw]]></surname>
<given-names><![CDATA[Elizandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benvenutti]]></surname>
<given-names><![CDATA[Cristiane Dall&#8217;Agnol da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haracemiv]]></surname>
<given-names><![CDATA[Sonia Maria Chaves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>67</numero>
<fpage>7</fpage>
<lpage>17</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000400007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo tem como objetivo tecer aproximações filosóficas entre Paulo Freire (1921-1997) e Humberto Maturana (1928-2021) a respeito do conceito de amorosidade e seus desdobramentos para o ato educativo. Caracteriza-se como um estudo do tipo revisão de literatura (Hohendorff, 2014), em que buscou-se evidenciar aproximações entre os autores de modo a refletir sobre os sentidos e significados da amorosidade como campo ontológico das relações humanas, especialmente àquelas estabelecidas no ato de educar. Apesar de partirem de matrizes epistemológicas distintas, pois Freire (1921-1997) se baseia na práxis e na dialética em busca de uma pedagogia libertadora, enquanto Maturana (1928-2021) explica o conhecer pelo viés da Biologia, pontos de convergência são possíveis a partir do entendimento do amor/amorosidade como condição da socialização humana. A discussão sinaliza que o amor/amorosidade é a verdadeira condição para a coexistência humana e a convivência social. Entendido como a aceitação do outro em sua diferença e diversidade, o amor deve ser o fundamento do ato educativo para a construção de espaços de convivência horizontalizados na busca da consciência crítica e emancipatória do sujeito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to weave philosophical approximations between Paulo Freire (1921-1997) and Humberto Maturana (1928-2021) regarding the concept of lovingness and its unfoldings for the educational act. It is characterized as a literature review study (Hohendorff, 2014), in which we sought to highlight approximations between the authors in order to reflect on the senses and meanings of lovingness as an ontological field of human relationships, especially those established in the act of educating. Although they come from different epistemological matrices, since Freire (1921-1997) is based on praxis and dialectics in search of a liberating pedagogy, while Maturana (1928-2021) explains knowledge from a biological point of view, points of convergence are possible from the understanding of love/ loving kindness as a condition for human socialization. Understood as the acceptance of the other, in his/her difference and diversity, love must be the foundation of the educational act for the construction of horizontalized spaces of coexistence in the search for the subject's critical and emancipatory consciousness.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo pretende tejer aproximaciones filosóficas entre Paulo Freire (1921-1997) y Humberto Maturana (1928-2021) sobre el concepto de lovingness y sus implicaciones para el acto educativo. Se caracteriza por ser un estudio de revisión bibliográfica (Hohendorff, 2014), en el que se buscó resaltar las aproximaciones entre los autores para reflexionar sobre los sentidos y significados de lo amoroso como campo ontológico de las relaciones humanas, especialmente las que se establecen en el acto de educar. Freire (1921-1997) se basa en la praxis y la dialéctica en la búsqueda de una pedagogía liberadora, mientras que Maturana (1928-2021) explica el conocimiento a través de la biología. Entendido como la aceptación del otro en su diferencia y diversidad, el amor debe ser el fundamento del acto educativo para la construcción de espacios horizontales de convivencia en la búsqueda de la conciencia crítica y emancipadora del sujeto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[amorosidade]]></kwd>
<kwd lng="pt"><![CDATA[prática educativa]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[Humberto Maturana]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[lovingness]]></kwd>
<kwd lng="en"><![CDATA[educational practice]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Humberto Maturana]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[bondad amorosa]]></kwd>
<kwd lng="es"><![CDATA[práctica educativa]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[Humberto Maturana]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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