<?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>S2178-46122020000100131</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v25.e020039</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O trabalho da formação (bildung) da consciência em Hegel]]></article-title>
<article-title xml:lang="en"><![CDATA[Exertion of formation (Bildung) of consciousness in Hegel]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Cleudio Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Bruna Caroline Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Minas Gerais Universidade Federal de Catalão ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></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=S2178-46122020000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122020000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122020000100131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A partir da leitura da Fenomenologia do espírito [Phänomenologie des Geistes] (1807), de Hegel (1992), em particular, da Introdução, busca-se elaborar os pressupostos da formação da consciência, mostrando os momentos em que essa passa pelo seu formar, diferentemente do que ocorria no período moderno. Percebe-se o surgimento de novo critério de formação, cujo fundamento é assinalado pela crítica que Hegel faz à formação representativa, que sustenta a educação mediante a interiorização do pensamento e a representa a partir de conceitos que não passaram pela experiência com o objeto e nem realizaram a negação de seu saber com o intuito de formar outro. Já na formação dialética, a partir dos pressupostos hegelianos, a consciência sai do seu estado natural e percorre o movimento do círculo espiral e, em cada momento desse percurso circular, realiza a experiência entre o saber da consciência com a verdade do objeto. Nesse sentido, cada etapa dessa experiência é o aprofundar no saber da consciência e na verdade do objeto, causando dúvida e desespero em seu formar, pois vê desaparecerem o conhecer e a verdade que tinha do objeto. Com isso, têm-se os momentos de negação, de conservação e de superação tanto na consciência quanto no objeto, constituindo a suprassunção [Aufhebung] até alcançar o saber conceitual em que há a identificação entre o saber e a verdade. Com esse princípio de formação, Hegel faz a crítica da crítica e efetiva a experiência entre o saber do sujeito e a verdade do objeto. Nesse itinerário, a consciência, paulatinamente, entra no processo do trabalho de formação, cujo fundamento é o concrecere &#8211; crescer juntos; ou seja, o saber da consciência com a verdade do objeto. Isso se realiza no momento em que a consciência é tocada pelo fenômeno do objeto. Há, então, novo procedimento pedagógico que leva em consideração a negação, o ceticismo amadurecido e a experiência para alcançar o saber real de sua formação [Bildung].]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From the prism of Hegel&#8217;s (1992) Phenomenology of spirit [Phänomenologie des Geistes] (1807), in special, the Introduction, the purpose of this paper is to develop the assumptions of the formation of consciousness. This path shows the moments in which consciousness passes through its formation differently from what occurred in the modern period. Therefore, we can see the emergence of a new criterion of formation whose foundation is indicated by Hegel&#8217;s criticism against the representative formation, which sustains education through the internalization of thought and represents it from concepts that did not pass through the experience with the object and not made the denial of their knowledge in order to form another. In dialectical formation, by Hegelian presuppositions, consciousness leaves its natural state and goes through the movement of the spiral circle in which each moment of this circle realizes the experience between the knowledge of consciousness with the truth of the object. In this sense, each stage of this experience is the deepening of the knowledge of the conscience and the truth of the object, thus causing doubt and despair in its formation, as it sees the knowledge and truth that it had of the object disappear. Thus, there are moments of denial, conservation, and overcoming in consciousness and in the object, constituting the supersumption (Aufhebung) until reaching the conceptual knowledge in which there is the identification between knowledge and truth. With this principle of formation, Hegel critiques the critique and makes the experience between the knowledge of the subject and the truth of the object. In this itinerary, the consciousness enters into the process of formation whose foundation is concrecere, growing together; that is, the knowledge of consciousness with the truth of the object. This occurs when the conscience is touched by the phenomenon of the object. There is thus a new pedagogical procedure that takes into account the denial, the matured scepticism and the experience to achieve the real knowledge of your formation (Bildung).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Consciência]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Desespero]]></kwd>
<kwd lng="pt"><![CDATA[Ceticismo]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Consciousness]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Despair]]></kwd>
<kwd lng="en"><![CDATA[Scepticism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
