<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442019000100088</article-id>
<article-id pub-id-type="doi">10.5902/1984644430745</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Bartleby e a contingência: o saber-fazer-com o impossível]]></article-title>
<article-title xml:lang="en"><![CDATA[Bartleby and the contingency: knowing-doing- with the impossible]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kierniew]]></surname>
<given-names><![CDATA[Janniny Gautério]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moschen]]></surname>
<given-names><![CDATA[Simone Zanon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442019000100088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442019000100088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442019000100088&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este ensaio propõe uma reflexão que parte da narrativa literária Bartleby, o escrevente: uma história de Wall Street, escrita em 1853 por Herman Melville. O objetivo é operar com as noções de contingência e de saber-fazer-com o impossível, no campo da educação. Apoiado no pressuposto freudiano de que educar é uma das profissões que opera com o impossível e em diálogo com a leitura de Giorgio Agamben, que localiza no clássico de Melville a manifestação da contingência absoluta, este texto propõe que Bartleby, ao sustentar um lugar de resistência, em que a impossibilidade é compreendida como pura potência, promove um corte e instala um espaço para que alguma coisa que não estava dada a priori possa aparecer. Dessa forma, pensa-se que o personagem oferece pistas para inventar modos de um saber-fazer-com o impossível que pode interessar à educação. É por meio da narrativa literária de Herman Melville, articulada em torno do &#8220;preferiria não&#8221;, que se evidenciam coordenadas de uma constelação ética para um saber-fazer-com o impossível no campo da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This essay proposes a reflection based on the literary narrative Bartleby, the Scrivener: A Story of Wall Street, written in 1853 by Herman Melville. The aim is to operate with the notions of contingency and knowing- doing-with the impossible within the education field. It is based on the Freudian assumption that educating is one of the professions that operates with the impossible, and establishes a dialog with the reading of Giorgio Agamben, who locates in Melville&#8217;s classic the expression of the absolute contingency. This text proposes that Bartleby, when supporting a place of resistance where the impossibility is understood as pure potency, promotes a cut and establishes a space, so that something that was not given a priori may emerge. Thus, it is thought that the character provides clues to invent ways of a knowing-doing- with the impossible that may interest to education. By means of Herman Melville&#8217;s literary narrative, articulated around &#8220;I would rather not&#8221;, it evidences coordinates of an ethical constellation for a knowing-doing- with the impossible within the education field.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Impossível]]></kwd>
<kwd lng="pt"><![CDATA[Contingência]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Impossible]]></kwd>
<kwd lng="en"><![CDATA[Contingency]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
