<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e edu.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122017000100082</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v22.n1.06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os refugiados sob o olhar da filosofia e da educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Refugees under the look of philosophy and education]]></article-title>
<article-title xml:lang="es"><![CDATA[Refugiados bajo la mirada de la filosofía y de la educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muraro]]></surname>
<given-names><![CDATA[Darcísio Natal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>82</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122017000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122017000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122017000100082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste trabalho &#233; abordar o caso dos refugiados como atividade filos&#243;fica e educacional. A quest&#227;o colocada para debate &#233; a seguinte: A filosofia tem algo a dizer acerca dos refugiados? Em que base uma educa&#231;&#227;o pode evitar a repeti&#231;&#227;o da experi&#234;ncia de refugiado? O procedimento de an&#225;lise adotado consiste na metodologia de car&#225;ter bibliogr&#225;fico. Para resgatar aspectos da experi&#234;ncia dos refugiados utilizamos, de in&#237;cio, uma poesia que alavanca a possibilidade de tratar o pr&#243;prio conceito refugiado a partir de uma experi&#234;ncia emp&#225;tica com o seu grito no contexto da experi&#234;ncia da barb&#225;rie. Para nos aproximarmos do conceito de refugiado e identificar a dimens&#227;o e gravidade do problema, usamos dados organizados pelas Na&#231;&#245;es Unidas e estudos sobre o tema. Em seguida, optamos pela an&#225;lise do conceito, referenciados no pensamento de Adorno como forma de penetrar, compreender e buscar alternativas diante dos problemas colocados. Nesse sentido, exploramos o conceito de Auschwitz como raz&#227;o b&#225;rbara, experi&#234;ncia anticivilizat&#243;ria e desumana e a alternativa proposta pelo autor na forma de educa&#231;&#227;o para a emancipa&#231;&#227;o pessoal e social por meio de reflex&#227;o e esclarecimento como base para o processo democr&#225;tico e desbarbarizador. Na perspectiva de Adorno, uma pedagogia democr&#225;tica se funda na reflex&#227;o cr&#237;tica, no processo e na elabora&#231;&#227;o do passado e dos acontecimentos de nossa hist&#243;ria. Ela &#233; caminho para esclarecimento, para autonomia e emancipa&#231;&#227;o. &#201; a resist&#234;ncia a Auschwitz, &#224; redu&#231;&#227;o, &#224; barb&#225;rie, ao totalitarismo, ao car&#225;ter manipulador, ao fetiche da t&#233;cnica, &#224; consci&#234;ncia coisificada, reificada. Educa&#231;&#227;o como emancipa&#231;&#227;o permanente requer a realiza&#231;&#227;o de experi&#234;ncias em que a autoridade se conjuga com liberdade, esclarecimento e pr&#225;xis democr&#225;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this study is to discuss the refugee problem as a philosophical and educational activity. The question for discussion is the following: philosophy has something to say about the refugees? On what basis an education can prevent a repetition of the refugee experience? The analysis procedure adopted consists of the bibliographic methodology. To rescue aspects of the refugee experience we use, at first, a poetry that leverages the possibility of treating the concept of refugee itself from an empathic experience with the scream in the context of the experience of barbarism. To approach the concept of refugee and identify the extent and seriousness of the problem use of data organized by the United Nations and on studies on this topic. Then we chose for the concept analysis referenced in the thought of Adorno as a way to penetrate, understand and seek alternatives to the problems posed. It explores the concept of Auschwitz as barbarian reason, anticivilizatory and inhuman experience and the alternative proposed by the author in the form of education for personal and social emancipation through reflection and clarification as the basis for the democratic process and disbarbarization. In the adornian perspective, a democratic pedagogy is based on critical reflection on the process and development of the past and the events of our history. It's path to enlightenment, for autonomy and emancipation. It is the resistance to Auschwitz to the reduction to barbarism, totalitarianism, the character manipulator, the technical fetish, the thingified, reified consciousness. Education as a permanent emancipation requires conducting experiments in which the authority is coupled with freedom, enlightenment, democratic pr&#225;xis. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  El objetivo de este trabajo es abordar el problema de los refugiados como actividad filos&#243;fica y educativa. La pregunta para el debate es: &#191;la filosof&#237;a tiene algo que decir acerca de los refugiados? &#191;Sobre qu&#233; base la educaci&#243;n puede prevenir una repetici&#243;n de la experiencia de refugiados? El procedimiento adoptado consiste en la metodolog&#237;a de car&#225;cter bibliogr&#225;fico. Para recuperar aspectos de la experiencia de los refugiados utilizamos, inicialmente, una poes&#237;a que aprovecha la posibilidad de tratar el concepto de refugiado desde una experiencia emp&#225;tica con su grito en el contexto de la experiencia de la barbarie. Para nos acercarnos al concepto de refugiado e identificar la dimensi&#243;n y la gravedad del problema utilizamos datos organizados por las Naciones Unidas y los estudios sobre el tema. Entonces decidimos el an&#225;lisis del concepto que se hace referencia en el pensamiento de Adorno como una manera de penetrar, comprender y buscar alternativas frente a los problemas planteados. En este sentido, se analiz&#243; el concepto de Auschwitz como raz&#243;n barbara, anticivilizat&#243;ria y experiencia inhumana y la alternativa propuesta por el autor en la forma de educaci&#243;n para la emancipaci&#243;n personal y social a trav&#233;s de la reflexi&#243;n y la iluminaci&#243;n como la base para el proceso democr&#225;tico y desbarbarizador. Desde la perspectiva de Adorno, una pedagog&#237;a democr&#225;tica se basa en la reflexi&#243;n cr&#237;tica en el proceso y preparaci&#243;n del pasado y los acontecimientos de nuestra historia. Ella es camino a la iluminaci&#243;n, a la autonom&#237;a y a la emancipaci&#243;n. Es la resistencia de Auschwitz, a la reducci&#243;n a la barbarie, al totalitarismo, al car&#225;cter controlador, al fetiche del arte, a la conciencia coisificada, reificada. Educaci&#243;n como una emancipaci&#243;n permanente requiere la realizaci&#243;n de experiencias en que la autoridad que va junto con la libertad, la iluminaci&#243;n, la pr&#225;xis democr&#225;tica. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Refugiados]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Emancipação.]]></kwd>
<kwd lng="en"><![CDATA[Refugees]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Emancipation.]]></kwd>
<kwd lng="es"><![CDATA[Refugiados]]></kwd>
<kwd lng="es"><![CDATA[Filosofía]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Experiencia]]></kwd>
<kwd lng="es"><![CDATA[Emancipación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
