<?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>S1982-596x2016000100425</article-id>
<article-id pub-id-type="doi">10.14393/REVEDFIL.issn.0102-6801.v30n59a2016-p425a446</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Notas de uma pedagogia da singularidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Notes for a pedagogy of singularity]]></article-title>
<article-title xml:lang="it"><![CDATA[Note di una pedagogia della singolarità]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado]]></surname>
<given-names><![CDATA[Germano Nogueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio Pedro II  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>30</volume>
<numero>59</numero>
<fpage>425</fpage>
<lpage>446</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2016000100425&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2016000100425&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2016000100425&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  O trabalho procura pensar uma pedagogia da singularidade. Ele consta de quatro se&#231;&#245;es e um adendo. A primeira se&#231;&#227;o caracteriza o modelo escolar de educa&#231;&#227;o partindo dos conceitos de transmiss&#227;o, desigualdade e controle e indicando como a&#237; a "universalidade abstrata" do saber n&#227;o coaduna com uma educa&#231;&#227;o que se quer democr&#225;tica. A segunda come&#231;a com a ideia (comum) de democracia como "governo de todos" e passa pela compreens&#227;o do poder nesse regime como de todos e de ningu&#233;m (como lugar de qualquer um) para chegar &#224; ideia de singularidade. A terceira descreve da singularidade como fundamento e sentido da democracia. A quarta extrai algumas consequ&#234;ncias da ideia de singularidade para a educa&#231;&#227;o, opondo simetricamente comunidade a transmiss&#227;o, igualdade a desigualdade, risco a controle, "universalidade concreta" do pensamento a "universalidade abstrata" do saber. O adendo esbo&#231;a a aplica&#231;&#227;o de uma pedagogia da singularidade nos limites da (sala de) aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The work aims to think a singularity's pedagogy. It has four sections and one addendum. The first section does a synthetic characterization of the traditional model of education from the concepts of transmission, inequality and control, indicating how the "abstract universality" of knowledge doesn't go with an education that wants to be democratic. The second begins with the (common) idea of democracy as "government of everybody" and pass through the comprehension of the power in a democratic regime as of everybody and nobody (as place of any- and everyone) to arrive at the singularity's idea. The third describes the singularity as ground and sense of democracy. The fourth extracts some consequences from the idea of singularity for the education, opposing community to transmission, equality to inequality, risk to control, "concrete universality" of thought to "abstract universality" of knowledge. The addendum sketches the application of singularity's pedagogy in the class(room)'s limits.]]></p></abstract>
<abstract abstract-type="short" xml:lang="it"><p><![CDATA[Sommario:  Il lavoro cerca di pensare una pedagogia della singolarit&#224;. Esso c'&#232; quattro sezioni ed un'appendice. La prima sezione caratterizza il modello di educazione della scuola partendo dai concetti di transmissione, disuguaglianza e controllo e indicando come l'"universalit&#224; astratta" del sapere presente l&#236; non si accorda con un'educazione che vuol esser democratica. La seconda inizia con l'idea (comune) di democrazia come "governo di tutti" e passando attraverso la comprensione del potere in questo regime come di tutti e di nessuno (como il luogo di qualunque) giunge all'idea di singolarit&#224;. La terza descrive la singolarit&#224; come fondamento e senso della democrazia. La quarta trae alcune consequenze dell'idea di singolarit&#224; per l'educazione, opponendo simmetricamente communit&#224; a transmissione, uguaglianza a disuguaglianza, rischio a controllo, "universalit&#224; concreta" del pensiero a "universalit&#224;...]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Singularidade]]></kwd>
<kwd lng="pt"><![CDATA[Democracia]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Singularity]]></kwd>
<kwd lng="en"><![CDATA[Democracy]]></kwd>
<kwd lng="it"><![CDATA[Pedagogia]]></kwd>
<kwd lng="it"><![CDATA[Singolarità]]></kwd>
<kwd lng="it"><![CDATA[Democrazia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PINHEIRO]]></surname>
<given-names><![CDATA[Ulysses]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[As aporias da didática em Deleuze e Spinoza.]]></article-title>
<source><![CDATA[Educação e Filosofia]]></source>
<year></year>
<volume>29</volume>
<numero>57</numero>
<issue>57</issue>
<page-range>263-83</page-range><publisher-loc><![CDATA[Uberlândia ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SECCO]]></surname>
<given-names><![CDATA[Lincoln]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A democracia racionada.]]></article-title>
<source><![CDATA[Le monde diplomatique]]></source>
<year></year>
<numero>108</numero>
<issue>108</issue>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
