<?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 Educ.]]></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>S2178-46122019000100013</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v24.e019015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O mito de Sísifo de Albert Camus, e sua relevância no processo de ensino e aprendizagem de Filosofia]]></article-title>
<article-title xml:lang="en"><![CDATA[Albert Camus&#8217; The Myth of Sisyphus and its relevance in teaching-learning process of Philosophy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreira]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFES Programa de Pós-Graduação em Filosofia ]]></institution>
<addr-line><![CDATA[ ]]></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>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122019000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122019000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122019000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo preconiza a relevância pedagógica da filosofia da não significação de Albert Camus, especialmente em O mito de Sísifo. O eixo argumentativo segue a última frase do referido livro: &#8220;É preciso imaginar Sísifo feliz&#8221;. A certeza da existência e a estranheza de se inserir num cenário de catástrofe, sem esperança, suscita em estudantes, especialmente da rede pública, um &#8220;sentimento de absurdidade&#8221;, mas esse estado não há de ser visto como maldição. A liberdade paradoxalmente advém quando se assume o absurdo como meio de se afirmar a vida, contra os suicídios físico e filosófico, tornando Sísifo o &#8220;herói absurdo&#8221;. Camus atribui ao pensamento de Søren Kierkegaard a proposta do suicídio filosófico, como sacrifício do intelecto pelo salto kiekegaardiano da fé, porque ele entende a felicidade encontrada na vida eterna como uma superação e cura da doença mortal do desespero. O esforço dialético de autorreflexão da consciência entre o finito e o infinito faz da resignação infinita uma preparação para o salto da fé. Para nosso autor, porém, o pior mal é não ter sofrido desespero, pois é a partir dele que imaginativamente o absurdo, como potência existencial, transfigura-se numa &#8220;revolta metafísica&#8221; - uma posição a ser desenvolvida no processo de ensino e aprendizagem de Filosofia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article praises the pedagogical relevance of Albert Camus&#8217; philosophy of meaninglessness, especially on The Myth of Sisyphus. The argumentative axis follows the last sentence of this book: &#8220;One has to imagine Sisyphus happy.&#8221; The certainty of existence and the strangeness of being inside in a catastrophic scenario, without hope, arouses in students, chiefly of the public school system, a &#8220;feeling of absurdity&#8221;, but this state of affairs is not to be seen as a curse. Freedom paradoxically comes when one assumes the absurd as a means of affirm life, against physical and philosophical suicides, making Sisyphus the &#8220;absurd hero.&#8221; Camus attributes to Søren Kierkegaard&#8217;s thought the proposal of philosophical suicide, which would be an intellectual sacrifice through the leap of faith because he understands the happiness only can be found in eternal life as an overcoming and cure of the deadly disease of despair. The dialectical effort of self-reflection of the consciousness between the finite and the infinite makes infinite resignation a preparation for the leap of faith. For our author, however, the worst evil is not to have suffered despair, because it is departing from him that the absurd, as an existential power, is imaginatively transformed into a &#8220;metaphysical revolt&#8221; - a position to be developed in the teaching-learning process on Philosophy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Albert Camus]]></kwd>
<kwd lng="pt"><![CDATA[Absurdo]]></kwd>
<kwd lng="pt"><![CDATA[Imaginação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Filosofia]]></kwd>
<kwd lng="en"><![CDATA[Albert Camus]]></kwd>
<kwd lng="en"><![CDATA[Absurd]]></kwd>
<kwd lng="en"><![CDATA[Imagination]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Philosophy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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