<?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>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[Child.philo.]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872016000200231</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2016.22922</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O devir-deficiente da pedagogia: notas para uma antropologia filosófico-educacional da plasticidade]]></article-title>
<article-title xml:lang="en"><![CDATA[The becoming-deficient pedagogy: notes for anthropology philosophical-educational of plasticity]]></article-title>
<article-title xml:lang=""><![CDATA[El devenir-discapacitado de la pedagogia: observaciones sobre la antropología-filosófica-educativa de la plasticidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Alexandre Simão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>12</volume>
<numero>24</numero>
<fpage>231</fpage>
<lpage>260</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872016000200231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872016000200231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872016000200231&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Esse ensaio problematiza os processos formativos enquanto processos antropot&#233;cnicos, almejando contribuir com o debate acerca dos sentidos imanentes aos discursos que visam promover e difundir m&#250;ltiplos aparatos para inclus&#227;o das diferen&#231;as. O argumento central defende que o abandono da reflex&#227;o em torno da no&#231;&#227;o de plasticidade tem privado a filosofia da educa&#231;&#227;o de pensar os processos de exposi&#231;&#227;o das vidas que n&#227;o se deixam dobrar aos c&#243;digos normativos vigentes, ocultando um poss&#237;vel devir-deficiente da pr&#243;pria pedagogia. O devir-deficiente da pedagogia passa pelas manifesta&#231;&#245;es expressivas das formas que explodem e que se fazem cat&#225;strofe. A plasticidade configura-se ent&#227;o como condi&#231;&#227;o de possibilidade e como uma amea&#231;a aos humanismos domesticadores. Seguindo as reflex&#245;es de Peter Sloterdijk e Catherine Malabou, a plasticidade &#233; pensada como um indicativo de que toda vida humana se constitui como um acidente incontorn&#225;vel, sendo a defici&#234;ncia apenas um limite nas tentativas biopol&#237;ticas de reconstituir um modelo ideal ou totalizante do humano. Assim, os deficientes podem guardar algumas li&#231;&#245;es inquietantes acerca de nossas m&#225;ximas pedag&#243;gicas, apontando uma disposi&#231;&#227;o &#233;tico-pol&#237;tica para pensar a forma&#231;&#227;o humana para al&#233;m da no&#231;&#227;o de perfectibilidade. Dessa &#243;tica, o devir-deficiente da pedagogia pode colocar em quest&#227;o os arcanos quase esot&#233;ricos da reflex&#227;o pedag&#243;gica ocidental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This essay discusses the formative processes while antropotechnic processes. The expectation is to contribute for the debate about the meanings inherent in speeches that promote and disseminate multiple devices for inclusion of differences. The central argument defends that the abandonment of reflection on the notion of plasticity has deprived the philosophy of education to think the exposure processes of lives that do not allow themselves to double the existing normative codes, hiding a possible becoming-deficient's own pedagogy. The becoming-deficient pedagogy goes through expressive manifestations of the life forms that explode and are made disaster. Plasticity is configured so as a condition of possibility and as a threat to domesticating humanism. Following the reflections of Peter Sloterdijk and Catherine Malabou, plasticity is thought of as an indication that all human life is an unavoidable accident, and disability only a limit on biopolitics attempts to reconstruct an ideal or totalizing model of the human. Disabled people can save some disturbing lessons about our pedagogical maxims. The becoming-deficient pedagogy points an ethical-political will to think about human development beyond the notion of perfectibility, jeopardizing one of the esoteric secrets of Western pedagogical reflection.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este ensayo analiza no solo los procesos formativos, sino los procesos antropot&#233;cnicos. Por tanto, se espera que contribuya al debate sobre el sentido inmanente de los discursos de promoci&#243;n y difusi&#243;n de m&#250;ltiples dispositivos para la inclusi&#243;n de las diferencias. El argumento central sostiene que el abandono de la reflexi&#243;n sobre la noci&#243;n de plasticidad ha privado a la filosof&#237;a contempor&#225;nea de la educaci&#243;n de pensar que los procesos de exposici&#243;n de vidas que no se dejan vencer por los c&#243;digos normativos existentes, ocultando un posible devenir-discapacitado de la propia pedagog&#237;a. El devenir-discapacitado de la pedagog&#237;a pasa por las manifestaciones expresivas de las formas que estallan y se hacen pedazos. La plasticidad se configura como una condici&#243;n de posibilidad y como una amenaza para los humanismos domesticadores. Siguiendo las reflexiones de Peter Sloterdijk y Catherine Malabou, se cree que la plasticidad ofrece una indicaci&#243;n de que toda vida humana es un accidente inevitable, y la discapacidad un l&#237;mite de la biopol&#237;tica que trata de reconstruir un modelo ideal de lo humano. Las personas con discapacidad pueden guardar algunas lecciones inquietantes sobre nuestras directrices pedag&#243;gicas. La deficiencia se&#241;ala una voluntad &#233;tico-pol&#237;tico para pensar en el desarrollo humano m&#225;s all&#225; de la noci&#243;n de perfectibilidad, poniendo en peligro uno de los secretos esot&#233;ricos de la reflexi&#243;n pedag&#243;gica occidental.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Devir-Deficiente]]></kwd>
<kwd lng="pt"><![CDATA[Plasticidade]]></kwd>
<kwd lng="pt"><![CDATA[Antropotécnicas]]></kwd>
<kwd lng="pt"><![CDATA[Formação Humana]]></kwd>
<kwd lng="en"><![CDATA[Becoming-Deficient]]></kwd>
<kwd lng="en"><![CDATA[Plasticity]]></kwd>
<kwd lng="en"><![CDATA[Antropotechnic]]></kwd>
<kwd lng="en"><![CDATA[Human Formation]]></kwd>
<kwd lng="es"><![CDATA[Devenir-Discapacitado]]></kwd>
<kwd lng="es"><![CDATA[Plasticidade]]></kwd>
<kwd lng="es"><![CDATA[Antropotécnica]]></kwd>
<kwd lng="es"><![CDATA[Formación Humana]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
