<?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>S1982-596x2016000200739</article-id>
<article-id pub-id-type="doi">10.14393/REVEDFIL.issn.0102-6801.v30n60a2016-p739a773</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The educational phenomenon between ideology and utopia. Paul Ricoeur&#8217;s thought: foundations for an emancipatory education]]></article-title>
<article-title xml:lang="pt"><![CDATA[O fenômeno educativo entre ideologia e utopia. O pensamento de Paul Ricoeur: Base para uma educação emancipatória]]></article-title>
<article-title xml:lang="es"><![CDATA[El fenómeno educativo entre ideología y utopía. El pensamiento de Paul Ricoeur: Bases para una educación emancipadora]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Manoel Tavares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Nove de Julho  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>30</volume>
<numero>60</numero>
<fpage>739</fpage>
<lpage>773</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2016000200739&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2016000200739&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2016000200739&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Paul Ricoeur&#8217;s thoughts have not yet been discussed in Brazil, except in purely academic circles. The present article has a prime objective of opening up for debate the useful fundamental aspects of Paul Ricoeur&#8217;s thoughts - the issues related to ideology and utopia, its differences and its analogies -, and to demonstrate that such themes, in the way that they typify social and cultural imagination of a specific population, they can provide important basis for new analysis, thoughts and guidelines of the educational system and of education. This is always configured through symbolic representations of ideological or utopian nature, survives in the conflict, which is not always pacific, between one and the other pending, sometimes, towards, a somewhat restrictive, ideology and other times towards utopia, a transgressor within the existing order. Formation towards true citizenship and towards emancipation demands an assumption of new presupposed theories, whether within a sociological and axiological level or within an epistemological level, presupposed that, unable to disconnect from the ideological contexts, assuming new outlooks which can reconstruct universes of innovative meanings within the educational context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  O pensamento de Paul Ricoeur n&#227;o &#233;, ainda, muito discutido no Brasil, salvo em meios estritamente acad&#234;micos. O presente artigo tem por finalidade p&#244;r &#224; discuss&#227;o um dos aspectos fundamentais do prof&#237;cuo pensamento de Paul Ricoeur - as quest&#245;es relacionadas com a ideologia e utopia, suas diferen&#231;as e analogias -, e demonstrar que tais tem&#225;ticas, na medida em que tipificam a imagina&#231;&#227;o social e cultural de um determinado povo, podem constituir bases importantes para novas an&#225;lises, reflex&#245;es e linhas de orienta&#231;&#227;o do sistema educativo e da educa&#231;&#227;o. Esta &#233;, sempre, configurada por representa&#231;&#245;es simb&#243;licas de natureza ideol&#243;gica ou ut&#243;pica, sobrevive no conflito, nem sempre pac&#237;fico, entre uma e outra pendendo, umas vezes para a ideologia, algo aprisionadora, outras para a utopia, transgressora da ordem existente. A forma&#231;&#227;o para uma cidadania plena e para a emancipa&#231;&#227;o exige a assun&#231;&#227;o de novos pressupostos te&#243;ricos, quer a n&#237;vel sociol&#243;gico e axiol&#243;gico quer a n&#237;vel epistemol&#243;gico, pressupostos que, n&#227;o podendo desligar-se de contextos ideol&#243;gicos, sup&#245;em, todavia, novos olhares que possam reconstruir universos de sentido inovadores no &#226;mbito educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resum&#233;n:  El pensamiento de Paul Ricoeur no es a&#250;n muy discutido en Brasil, excepto en la academia. En este art&#237;culo se pretende discutir los aspectos fundamentales del pensamiento fecundo de Paul Ricoeur - las cuestiones relacionadas con la ideolog&#237;a y utop&#237;a, sus diferencias y similitudes - y demostrar que estos problemas, en la medida en que tipifican la imaginaci&#243;n social y cultural de un pueblo en particular pueden ser importantes bases para un posterior an&#225;lisis, reflexiones y orientaciones del sistema educativo y de la educaci&#243;n. La educaci&#243;n es siempre configurada por representaciones simb&#243;licas de naturaleza ideol&#243;gica o ut&#243;pica, sobrevive en el conflicto, no siempre pac&#237;fico, entre una y otra. Unas veces la tendencia es para una educaci&#243;n ideol&#243;gica, algo encarcelada, otras hacia la utop&#237;a, transgresiva del orden existente. La formaci&#243;n hacia la plena ciudadan&#237;a y emancipaci&#243;n requiere la asunci&#243;n de nuevos supuestos te&#243;ricos, tanto al nivel sociol&#243;gico y axiol&#243;gico cuanto al nivel epistemol&#243;gico, supuestos que no pueden separarse de los contextos ideol&#243;gicos, pero que suponen, sin embargo, nuevas miradas que puedan reconstruir universos de sentido innovadores en el campo educativo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Ricoeur]]></kwd>
<kwd lng="en"><![CDATA[Ideology]]></kwd>
<kwd lng="en"><![CDATA[Utopia]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Emancipation]]></kwd>
<kwd lng="en"><![CDATA[Metaphoric Representation]]></kwd>
<kwd lng="pt"><![CDATA[Ricoeur]]></kwd>
<kwd lng="pt"><![CDATA[Ideologia]]></kwd>
<kwd lng="pt"><![CDATA[Utopia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Emancipação]]></kwd>
<kwd lng="pt"><![CDATA[Representações Metafóricas]]></kwd>
<kwd lng="es"><![CDATA[Ricoeur]]></kwd>
<kwd lng="es"><![CDATA[Ideología]]></kwd>
<kwd lng="es"><![CDATA[Utopía]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Emancipación]]></kwd>
<kwd lng="es"><![CDATA[Representaciones Metafóricas]]></kwd>
</kwd-group>
</article-meta>
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