<?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>S2178-46122020000100511</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v25.dossie.11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Pedagogia Crítica segundo Nietzsche]]></article-title>
<article-title xml:lang="en"><![CDATA[The Critical Pedagogy according to Nietzsche]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tedesco]]></surname>
<given-names><![CDATA[Anderson Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilar]]></surname>
<given-names><![CDATA[Jordan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,UniLasalle  ]]></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=S2178-46122020000100511&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122020000100511&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122020000100511&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A reflexão tem como objetivo identificar aspectos de um pensamento educacional no conjunto das obras, em Nietzsche, como uma perspectiva de autotransformação. Defende a tese de que a perspectiva educacional do filósofo é crítica e se apresenta como uma antieducação, na medida em que se contrapõe ao modelo educativo tradicional. Tendo como procedimento metodológico a pesquisa bibliográfica, recorreu-se à seleção de textos e obras que abordaram a temática da Educação nas três fases do pensamento de Nietzsche. Na primeira fase, consideram-se os textos: &#8220;Sobre o futuro dos nossos estabelecimentos de ensino&#8221; (1872) e a &#8220;Terceira Consideração extemporânea: Schopenhauer como educador&#8221; (1874). Neles, identificam-se aspectos de um projeto educativo em devir na filosofia de Nietzsche, voltado à renovação da cultura alemã daquela época. Já na segunda fase, trata-se da ruptura com a filosofia de Schopenhauer, e com a música de Richard Wagner como aspectos fundamentais de um projeto educacional que passou a inaugurar a &#8220;Escola da Suspeita&#8221; na obra Humano, demasiado humano, que leva Nietzsche a pensar na ciência como um contraponto à forma metafísica de entender o mundo. Ele dá preferência às coisas demasiadamente humanas, ou seja, pensa na Educação como libertação, na perspectiva do espírito livre. Em decorrência do pensamento educacional de Nietzsche, em sua terceira fase na obra Assim falou Zaratustra, identificam-se quatro aspectos da antieducação traduzidos como: o ensino da solidão; o ensino da elevação; o ensino da grande razão; e o ensino da afirmação. Conclui-se que tais aspectos constituem um quadro interpretativo, os quais articulam as lições filosófico-existenciais de uma Pedagogia Crítica na Educação, contrária à tradição ocidental que construiu, em seus processos educativos, uma cultura da gregariedade e da negação da vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of the reflection is to identify aspects of an educational thought in the set of works in Nietzsche, as a perspective of selftransformation. It is defended the thesis that the educational perspective of the philosopher is critical, and presents itself as an anti-education, in that it is opposed to the traditional educational model. Having as methodological procedure the bibliographical research, the selection of texts and works that approached the theme of the education in the three phases of the thought of Nietzsche was appealed. In the first phase we considered the texts: &#8220;On the future of our educational establishments&#8221; (1872) and the &#8220;Third consideration extemporaneous: Schopenhauer as educator&#8221; (1874), in them identified aspects of an educational project in becoming in philosophy of Nietzsche, aimed at the renewal of German culture at that time. In the second phase, it is a break with Schopenhauer&#8217;s philosophy and the music of Richard Wagner as fundamental aspects of an educational project that began to inaugurate the &#8220;School of Suspicion&#8221; in the work Human Too Many, which leads Nietzsche to think of science as a counterpoint to the metaphysical way of understanding the world, he gives preference to things that are too human, that is, think of education as liberation, in the perspective of the free spirit. As a result of Nietzsche&#8217;s educational thinking, in his third phase in the work Thus spoke Zarathustra, four aspects of anti-education were identified: the teaching of solitude, the teaching of elevation, the teaching of great reason and the teaching of affirmation. It is concluded that these aspects constitute an interpretative framework that articulate the philosophical-existential lessons of a critical pedagogy in education, contrary to the Western tradition that built in its educational processes a culture of gregariousness and denial of life.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Zaratustra]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Antieducação]]></kwd>
<kwd lng="pt"><![CDATA[Autotransformação]]></kwd>
<kwd lng="en"><![CDATA[Zarathustra]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Anti-education]]></kwd>
<kwd lng="en"><![CDATA[Self-transformation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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