<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Filos.]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2015000200861</article-id>
<article-id pub-id-type="doi">10.14393/REVEDFIL29n58p861</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A filosofia da educação no giro do reconhecimento do outro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisan]]></surname>
<given-names><![CDATA[Amarildo Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Devechi]]></surname>
<given-names><![CDATA[Catia Piccolo Viero]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Geraldo Antonio da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fagundes]]></surname>
<given-names><![CDATA[André Luiz de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Santa Maria SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Caxias do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>29</volume>
<numero>58</numero>
<fpage>861</fpage>
<lpage>887</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2015000200861&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2015000200861&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2015000200861&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto oferece subs&#237;dios para a compreens&#227;o da virada do reconhecimento na teoria cr&#237;tica, a qual introduz a figura do outro como categoria-chave da sua atua&#231;&#227;o. Assim como os pioneiros da Escola de Frankfurt, Habermas e Honneth constituem-se em fontes importantes para pensar alguns conceitos nesse sentido, tais como a comunica&#231;&#227;o, a reifica&#231;&#227;o, o reconhecimento e, em &#250;ltima inst&#226;ncia, o reconhecimento das diferen&#231;as. A partir do giro do reconhecimento, a teoria cr&#237;tica d&#225;-se conta de que n&#227;o basta mais denunciar os males da reifica&#231;&#227;o causados pelo avan&#231;o da raz&#227;o instrumental, &#233; preciso anunciar possibilidade de transcend&#234;-los a partir de uma reconstru&#231;&#227;o te&#243;rica estruturada na busca de a&#231;&#245;es de entendimento. O desafio do artigo &#233; debater o avan&#231;o na cr&#237;tica a posturas reificadas, que n&#227;o permitem a considera&#231;&#227;o ao lugar do outro, da alteridade e das diferen&#231;as, em plenitude, na rela&#231;&#227;o entre filosofia e educa&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present text offers subsidies to understand the recognition turn in critical theory, which introduces the figure of the other as key category of its performance. Like the pioneers of the Frankfurt School, Habermas and Honneth constitute themselves as important sources to think some important concepts in this sense, such as communication, reification, recognition and, ultimately, the recognition of the differences. Based on the recognition turn, critical theory realizes that it is no longer enough to denounce the evils of the reification caused by the advancement of the instrumental reason, it is necessary to announce possibility of transcending them from a theoretical reconstruction structured in searching for actions of understanding. The challenge of the article is to discuss advances in critical to reified postures that do not allow consideration to the place of the other, to the otherness and to the differences in fullness, in the relationship between philosophy and education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria Crítica]]></kwd>
<kwd lng="pt"><![CDATA[Reconhecimento do Outro]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia da Educação]]></kwd>
<kwd lng="en"><![CDATA[Critical Theory]]></kwd>
<kwd lng="en"><![CDATA[Recognition of the Other]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
