<?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>S2178-46122020000100117</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v25.e020022</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Literatura e docêcia: uma justificativa estética da existência]]></article-title>
<article-title xml:lang="en"><![CDATA[Literature and teaching: an aesthetic justification of existence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corbellini]]></surname>
<given-names><![CDATA[Francieli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schuler]]></surname>
<given-names><![CDATA[Betina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Professora de Língua Portuguesa e Literatura Universidade do Porto ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos Escola de Humanidades Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122020000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122020000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122020000100117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em tempos de aceleração, de competição consigo mesmo e de uma linguagem instrumental e pragmática para se falar da educação, qual seria o valor de uma justificativa estética da existência em se tratando da formação de professores? Tendo tal problemática como motivadora, objetivamos, com este estudo, levantar a discussão acerca da relação entre literatura e docência, procurando aproximá-las de modo não utilitário, mas com vistas à estética da existência. Como um modo de resistência, optamos por perguntar pela formação de professores pautada pelo exer cício do pensamento, pela problematização dos valores e pelo cuidado consigo e com os demais. A partir disso, utilizamo-nos da pesquisa com inspiração arquegenealógica em Foucault, nos debruçando sobre autores que abordam ou a literatura ou a docência como possibilidades de entendimentos outros que não os conteudistas. Assim, tomamos a literatura, com inspiração nos estudos foucaultianos para problematizar a constituição docente. Mais especificamente, buscamos, nos estudos sobre a genealogia da subjetivação, a leitura, e a escrita tomadas como práticas possíveis do cuidado de si, quando da investigação de Foucault na Antiguidade greco-romana, especialmente nos primeiros séculos da nossa era. Todavia, não se trata de uma aplicação conceitual anacrônica, mas de tomarmos esse ferramental para pensar o que estamos nos tornando no presente, quais são os modos contemporâneos de dominação e quais são as possibilidades, em brechas, de criação de uma estilística da existência. Sendo um ensaio teórico, operamos com a literatura como possibilidade de dobra na linguagem tida como verdade, que poderia funcionar não fora da linguagem, mas fora da ordem do discurso. Seguindo essa perspectiva, entendemos que ela pode não ter apenas a função de revelar outra verdade, ser um passatempo, informar ou transmitir um saber, mas pode funcionar como uma prática de si num exercício de pensamento que problematiza o que estamos fazendo com nossa vida e com a vida dos demais no presente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In times of acceleration, competition against oneself, and pragmatic and instrumental language to refer to education, which would be the value of aesthetic justification of existence in teaching training? We aim at highlighting the relation between literature and teaching based on the concept of aesthetic of existence. We have chosen to deal with teacher training highlighted by the exercise of thought, by the problematization of values, and by the care of the self and others as a mode of resistance. We adopted an arch genealogical inspiration based on Foucault in order to read authors that work with literature and teaching beyond the pragmatic perspective. Based on such perspective, this article takes literature from Foucauldian studies to problematize teaching constitution. More specifically, we searched the genealogy of subjectivation studies for writing and reading as possible practices of the care of the self-regarding Foucault&#8217;s investigation on Greek-Roman Antiquity, especially during the first centuries of our era. However, rather than using an anachronic conceptual application, we took these tools to think about what we have become in the present, what the contemporary modes of domination are, and what possibilities to create the stylistics of existence we have. As a theoretical essay, this article operates with literature as a fold in language taken as truth, as a bent force over itself, which could work not out of language, but out of the order of discourse. Under this perspective, lite rature would not have the function to reveal the truth, to be a pastime, to inform or to deliver knowledge; but it could function as a practice of the self in an exercise of thought to problematize what we are doing with our lives and the others in the present.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Literatura]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de si]]></kwd>
<kwd lng="pt"><![CDATA[Foucault]]></kwd>
<kwd lng="en"><![CDATA[Literature]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Practices of the self]]></kwd>
<kwd lng="en"><![CDATA[Foucault]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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