<?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>S2178-46122021000100119</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v26.e021031</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Juventude, gênio e romantismo em Walter Benjamin]]></article-title>
<article-title xml:lang="es"><![CDATA[Juventud, genio y romanticismo en Walter Benjamin]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Priscila Stuart da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,UFSC Departamento de Metodologia de Ensino ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122021000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122021000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122021000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, busca-se articular a noção de juventude romântica como ideal de formação no pensamento do estudante Benjamin. Nos primeiros ensaios dedicados a temas pedagógicos, o filósofo propôs um novo modelo de educação apoiado no romantismo, partindo de uma crítica às instituições de sua época que cindiram a totalidade e a unidade da vida do jovem. Em seus escritos enquanto era estudante, Benjamin recupera, com sua crítica, a necessidade de olhar a arte, a literatura, a educação, em suma, toda a cultura humana, como um conjunto reunido de vivências históricas. O romantismo, no pensamento de Benjamin, será, portanto, basilar às discussões pedagógicas. A juventude, vista como comunidade, tem o dever de ser criadora, de se transformar em uma convenção de gênios do tempo presente, em seus espaços de atuação, ou seja, nas instituições de formação. De modo geral, só é possível perceber e adquirir o saber específico de uma profissão se as instituições acadêmicas perceberem que devem visar à formação universal, pelo modelo de criação do gênio, pois a juventude é entendida como aquela que garante a produção de valores novos, opostos aos da experiência - sinônimo de rigidez dos conhecimentos - que não estabelecem vínculo com a vida. Para encontrar essa verdade da vida, é necessário um ato de coragem e de sentido para se estar, assim, diante de espíritos livres. A juventude, dessa forma, traduz-se como um conceito ou categoria humana dependente de um despertar da consciência de si mesma. Diante disso, conseguirá promover mudanças dentro do âmbito institucional-escolar e acadêmico, mas, ao mesmo tempo, esse despertar da consciência histórica do jovem definirá um modo específico de se lidar com a cultura humana. Portanto, neste artigo, sob à luz dos aspectos românticos, procurou-se mostrar a juventude como categoria humana, com faixa etária determinada, cercada de preocupações acerca da realidade escolar e acadêmica e, também, do ponto de vista universal, isto é, filosófico-pedagógico, como uma categoria do pensamento que significa a vanguarda, tudo aquilo que não está determinado e fixado, criando novos preceitos e formas de vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, buscamos articular la noción de juventud romántica como ideal de formación en el pensamiento del estudiante Benjamin. En los primeros ensayos dedicados a temas pedagógicos, el filósofo propuso un nuevo modelo de educación basado en el romanticismo, desde una crítica de las instituciones de su tiempo que rompía con la totalidad y la unidad de la vida del joven. En sus escritos como estudiante, Benjamin recupera, con su crítica, la necesidad de considerar el arte, la literatura, la educación, en resumen, toda la cultura humana, como un conjunto combinado de experiencias históricas. El romanticismo, en el pensamiento de Benjamin, será, por lo tanto, la base de las discusiones pedagógicas. Los jóvenes, vistos como una comunidad, tienen el deber de ser creativos, de transformarse en una convención de genios de la actualidad, en sus áreas de actividad, es decir, en instituciones de formación. En general, solo es posible percibir y adquirir el conocimiento específico de una profesión si las instituciones académicas perciben que deben apuntar a la formación universal, a través del modelo de creación de genios, ya que la juventud se entiende como la que garantiza la producción de nuevos valores, opuestos a los de la experiencia, sinónimo de rigidez del conocimiento, que no establecen un vínculo con la vida. Para encontrar esta verdad en la vida, se necesita un acto de coraje y sentido para, por lo tanto, enfrentarse a los espíritus libres. La juventud, de esta manera, se traduce como un concepto o categoría humana dependiente de un despertar de la autoconciencia. Ante esto, podrá promover cambios dentro del ámbito institucional escolar y académico, pero, al mismo tiempo, este despertar de la conciencia histórica del joven definirá una forma específica de tratar la cultura humana. Por lo tanto, en este artículo, a la luz de los aspectos románticos, tratamos de mostrar a los jóvenes como una categoría humana, con un grupo de edad específico, rodeados de preocupaciones sobre la realidad escolar y académica, y también, desde un punto de vista universal, es decir, filosófico-pedagógico, como una categoría de pensamiento que significa la vanguardia, todo lo que no está determinado y fijo, creando nuevos preceptos y formas de vida.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Juventude]]></kwd>
<kwd lng="pt"><![CDATA[Gênio]]></kwd>
<kwd lng="pt"><![CDATA[Romanticismo]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Walter Benjamin]]></kwd>
<kwd lng="es"><![CDATA[Juventud]]></kwd>
<kwd lng="es"><![CDATA[Genio]]></kwd>
<kwd lng="es"><![CDATA[Romanticismo]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[Walter Benjamin]]></kwd>
</kwd-group>
</article-meta>
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