<?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>S1982-03052022000100307</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.60595</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AMBIVALÊNCIA, EDUCAÇÃO E SOLIDARIEDADE EM DIÁLOGO: caminhos de formação para a pluralidade]]></article-title>
<article-title xml:lang="en"><![CDATA[AMBIVALENCE, EDUCATION AND SOLIDARITY IN DIALOGUE: formation path for plurality]]></article-title>
<article-title xml:lang="es"><![CDATA[AMBIVALENCIA, EDUCACIÓN Y SOLIDARIDAD EN EL DIÁLOGO: camino formativo para la pluralidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cassol]]></surname>
<given-names><![CDATA[Claudionei Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões &#8211; URI  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>68</numero>
<fpage>307</fpage>
<lpage>319</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000100307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os tempos líquidos que, neste momento da história da humanidade, compartilhamos, convocam a refletir alternativas de enfrentamento à crescente violência, despolitização, captura e desautorização do pensamento científico. Dispor-se ao diálogo e à solidariedade educa pelo compromisso com a vida e pela gestualidade que, eticamente, enriquece as experiências cotidianas, concretas e das narrativas. Em atenção à temática da educação, do conhecimento e da identidade no mundo da pluralidade sociocultural, pelo olhar da filosofia social, objetiva-se ensaiar acerca da solidariedade como ponto de partida para a pluralidade e para o compromisso dialógico na perspectiva metodológica da hermenêutica pluralizadora, ainda que sem a pretensão de fundamentos e soluções teleológicas, porém, com intencionalidades reflexivas e propositivas. Os caminhos teóricos se constituem, para esta elaboração, no lastro metodológico da ambivalência/plurivalência, em categorias paradigmáticas, a partir de Bauman, e mostram-se potentes para pensar processos educativos como possibilidades de construção do conhecimento, da solidariedade e do diálogo, afetivo, acolhedor e sensível à pluralidade e compromissos éticos desde os vínculos humanos e, para eles também dirigidos. Pensadores e vertentes diversas são chamados para a tematização, pois, de seus lugares de compreensão e elaboração, se aproximam da validade do pensamento plural como instituinte de perspectivas. Pensar a educação orientada para a solidariedade coloca-se como possibilidade de resistência às imposições anatemáticas que violam a condição humana da dignidade e do diálogo como espaço de constituição das subjetividades, do mundo da vida e das vivências formadoras da pluralidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The shared times of this liquid modernity call for reflections that thematize alternatives to combat the increasing wave of violence, depolitization, seizing and decommitment of the thought and scientific construction, of the humanitarian rationality. Being ready for dialogue and solidarity educates through commitment to life and enriches experiences. In view of the theme of education, knowledge and identity in the world of socio-cultural plurality, from the perspective of social philosophy, the objective is to look at welcoming as a starting point for plurality and ecological commitment, in the pluralizing hermeneutic perspective without the pretension of fundamentals and teleological solutions, but purposeful intentions. The Bauman pluralizing hermeneutic perspective is assumed and, by its influence, dialectically, it is brought close to the perspectives without the intention to present teleological foundations and solutions, but bringing to the discussion intents of proposals. The theoretical ways are built from the ambivalence/plurivalence, taken as paradigmatic categories from Bauman and potentially full of meanings to expand comprehensions about the educative process as possibilities of construction of knowledge from the dialogical relations, emotional, welcoming, sensitive to the plurality and engaged to human links.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los tiempos líquidos compartidos llaman a reflejar alternativas de enfrentamiento de la creciente violencia, despolitización, captura y desautorización del pensamiento científico. Disponerse al diálogo y la solidaridad educa por lo compromiso con la vida y enriquece las experiencias. Estar dispuesto al diálogo y la solidaridad educa a través del compromiso con la vida y enriquece las experiencias. Frente al tema de la educación, el conocimiento y la identidad en el mundo de la pluralidad sociocultural, desde la perspectiva de la filosofía social, se busca mirar a la acogida como punto de partida de la pluralidad y el compromiso ecológico, en la perspectiva hermenéutica pluralizadora sin la pretensión de fundamentos y soluciones teleológicas, pero intenciones resueltas. Los caminos teóricos se constituyen a partir de la ambivalencia/ plurivalencia, categorías paradigmáticas a partir de Bauman y potentes para pensar procesos educativos como posibilidades de construcción del conocimiento dialógico, afectivo, acogedor y sensible a la pluralidad y compromisos con los vínculos humanos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[solidariedade]]></kwd>
<kwd lng="pt"><![CDATA[diálogo]]></kwd>
<kwd lng="pt"><![CDATA[Zygmunt Bauman]]></kwd>
<kwd lng="pt"><![CDATA[ambivalência/plurivalência]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[solidarity]]></kwd>
<kwd lng="en"><![CDATA[dialogue]]></kwd>
<kwd lng="en"><![CDATA[Zygmunt Bauman]]></kwd>
<kwd lng="en"><![CDATA[ambivalence/plurivalence]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[solidaridad]]></kwd>
<kwd lng="es"><![CDATA[diálogo. Zygmunt Bauman]]></kwd>
<kwd lng="es"><![CDATA[ambivalencia/plurivalencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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