<?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[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2022000301631</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.v36n78a2022-66278</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sobre a ética foucaultiana do cuidado, o sujeito e a educação: derivas interpretativas 40 anos depois de A Hermenêutica do Sujeito]]></article-title>
<article-title xml:lang="en"><![CDATA[On the Foucauldian ethics of care, the subject and education: interpretive drifts 40 years after Hermeneutics of the Subject]]></article-title>
<article-title xml:lang="es"><![CDATA[Sobre la ética foucauldiana del cuidado, el sujeto y la educación: derivas interpretativas 40 años después de la Hermenéutica del Sujeto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pagni]]></surname>
<given-names><![CDATA[Pedro Angelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Divino José da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho Programa de Pós-Graduação Departamento de Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>78</numero>
<fpage>1631</fpage>
<lpage>1657</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2022000301631&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2022000301631&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2022000301631&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda a relevância da ocupação de si no processo de formação ética do sujeito e discute as possibilidades de seu uso para a educação. Recobra-se, para tanto, a genealogia da história da noção de cuidado, da parresia e da ética da amizade, retratadas no curso A Hermenêutica do Sujeito ministrado por Michel Foucault. Objetiva-se problematizar, com isso, os aspectos moralizantes da pedagogia moderna e evidenciar uma dimensão ética da amizade e estética da existência, as quais foram abandonadas na educação escolar. Buscam-se pensar em que medida essa dimensão pode ser recuperada como uma espécie de esquiva à racionalidade econômica e ao empreendimento de si, presentes nas práticas escolares contemporâneas, indicando algumas pistas sobre as questões éticas e políticas que incidem sobre as referidas práticas, no presente. Esse movimento possibilitará sinalizar para uma face psicagógica esboçada na antiguidade greco-romana, mas que fora abandonada em seu desenvolvimento moderno. Ao se enfatizar essa dimensão psicagógica e o papel que o outro ocupa nessa relação, destaca-se a necessidade de certa ociosidade (Skholé) e encontro afetivo (Philia) do discípulo com o mestre, indagando-se sobre as adversidades tanto daquela vacância quanto desta erótica, para se pensar nos desafios atuais da educação escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the relevance of self-care in the subject's ethical formation process and discusses the possibilities of its use for education. For this purpose, we recover the genealogy of the history of the notion of care, parrhesia and the ethics of friendship, portrayed in the Hermeneutics of the Subject course taught by Michel Foucault. We aim to problematize with this the moralizing aspects of modern pedagogy and to highlight an ethical dimension of friendship and aesthetics of existence that were abandoned in school education. We seek to think to what extent this dimension can be recovered as a kind of evasion of economic rationality and the self-enterprise in contemporary school practices, indicating some clues about the ethical and political issues that affect these practices in the present. This movement will allow us to point to a psychogogical face outlined in Greco-Roman Antiquity, but which had been abandoned in its modern development. By emphasizing this psycagogical dimension and the role that the other occupies in this relationship, we highlight the need for a certain idleness (Skholé) and an affective encounter (Philia) of the disciple with the master, asking us about the adversities of both that vacancy and this erotic to think in the current challenges of school education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la relevancia de la ocupación de sí mismo en el proceso de formación ética del sujeto y discute las posibilidades de su uso para la educación. Para ello, recuperamos la genealogía de la historia de la noción de cuidado, la parresía y la ética de la amistad, retratada en el curso de Hermenéutica del Sujeto impartido por Michel Foucault. Pretendemos con eso problematizar los aspectos moralizantes de la pedagogía moderna y resaltar una dimensión ética de la amistad y estética de la existencia que fueron abandonadas en la educación escolar. Buscamos pensar en qué medida esta dimensión puede ser recuperada como una vía de escape a la racionalidad económica y el emprendimiento del yo en las prácticas escolares contemporáneas, indicando algunas pistas sobre las cuestiones éticas y políticas que afectan a estas prácticas en el presente. Este movimiento nos permitirá señalar un rostro psicagógico esbozado en la antigüedad grecorromana, pero que había sido abandonado en su desarrollo moderno. Al enfatizar esta dimensión psicogógica y el papel que el otro ocupa en esta relación, destacamos la necesidad de una cierta ociosidad (Skholé) y un encuentro afectivo (Philia) del discípulo con el maestro, preguntándonos por las adversidades de ambos esa vacancia y esta erótica para pensar en los desafíos actuales de la educación escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cuidado De Si]]></kwd>
<kwd lng="pt"><![CDATA[Formação Ética so Sujeito]]></kwd>
<kwd lng="pt"><![CDATA[Educação Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Foucault]]></kwd>
<kwd lng="en"><![CDATA[Self Of Care]]></kwd>
<kwd lng="en"><![CDATA[Ethical Formation of the Subject]]></kwd>
<kwd lng="en"><![CDATA[Schooling]]></kwd>
<kwd lng="en"><![CDATA[Foucault]]></kwd>
<kwd lng="es"><![CDATA[Cuidado De Sí]]></kwd>
<kwd lng="es"><![CDATA[Formación Ética Del Sujeto]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Foucault]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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