<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102019000400757</article-id>
<article-id pub-id-type="doi">10.4013/edu.2019.234.10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A atuação do educador-bacharel na perspectiva da ética da alteridade radical]]></article-title>
<article-title xml:lang="en"><![CDATA[The acting of educator-bachelor in the perspective of the radical alterity ethics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Conceição de Maria Pinheiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Ana Maria Iorio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[José Célio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>4</numero>
<fpage>757</fpage>
<lpage>773</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102019000400757&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102019000400757&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102019000400757&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo refletir sobre a ação do docente-bacharel como educador na perspectiva da ética da alteridade radical, teoria proposta por Emmanuel Lévinas. Metodologicamente, foi realizada uma pesquisa qualitativa e descritiva por meio da técnica de entrevista compreensiva, com a participação de 11 professores de uma Universidade Federal do Nordeste brasileiro. Foi desenvolvida a análise compreensiva do discurso. Os principais resultados denotam que foi possível encontrar manifestações da teoria levinasiana no desempenho do educador-bacharel, identificação de conceitos levinasianos e lacunas relacionadas à teoria na prática docente. A atuação do educador-bacharel valoriza o aluno espontaneamente. Existem manifestações e lacunas dessa filosofia na prática docente que precisam ser desenvolvidas teórica e empiricamente, a fim de apontar caminhos para a constituição do educador que abrace o Outro em sua total alteridade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper reflect about the acting of the professor-bachelor as an educator through the perspective of the radical alterity ethics, theory proposed by Emmanuel Lévinas. Methodologically, this was a qualitative and descriptive research employed the comprehensive survey technique applied to 11 professors of a federal university of the Brazilian northeast. The data analysis was made through the speech comprehensive analysis. The main results show that it was possible to find manifestations of the Levinasian theory in the acting of the educator-bachelor, identification of Levinasian concepts and gaps related to the theory in the teaching practicing. The acting of the educator-bachelor values the student spontaneously. Exist of manifestations and gaps of this philosophy in the teaching practicing that need to be developed theoretical and empirically, in order to point out ways to the constitution of the educator who embraces the Other in its total alterity.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Ética da Alteridade Radical]]></kwd>
<kwd lng="pt"><![CDATA[Educador-bacharel]]></kwd>
<kwd lng="en"><![CDATA[University Teaching]]></kwd>
<kwd lng="en"><![CDATA[Ethics Radical Alterity]]></kwd>
<kwd lng="en"><![CDATA[Educator-bachelor]]></kwd>
</kwd-group>
</article-meta>
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