<?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>S2178-46122021000100122</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v26.e021034</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Embrutecimento ou emancipação: A relação entre professor e aluno em sala de aula a partir de diferentes enquadramentos]]></article-title>
<article-title xml:lang="en"><![CDATA[Brutalizing or emancipation The relationship between teacher and student in the classroom from different frameworks]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Wanderley Cardoso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Samara Almeida de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São João del Rei Programas de Pós-Graduação em Educação e Filosofia ]]></institution>
<addr-line><![CDATA[ MG]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de São João del Rei Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ MG]]></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=S2178-46122021000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122021000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122021000100122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, nosso objetivo é desenvolver o seguinte questionamento: Na relação entre professor e aluno em sala de aula, é possível, através do reconhecimento mútuo, romper com o princípio da desigualdade das inteligências, que produz o embrutecimento, em prol de uma educação para a emancipação? De início, principalmente, a partir de Judith Butler (EUA, 1956), descrevemos o processo de reconhecimento mútuo e buscamos mostrar que, tanto nas relações entre professor e aluno como em outras possíveis conjunturas, o reconhecimento mútuo ocorre mediante determinadas normas que condicionam os modos de reconhecimento. Em seguida, com Jacques Rancière (Argélia, 1940), focamos o princípio da desigualdade das inteligências que, de acordo com o filósofo franco-argelino, se faz presente como verdade inquestionável ou crença inabalável na relação entre mestre e aprendiz. Situada dentro do enquadramento da desigualdade das inteligências, a relação entre professor e aluno se configura em duplas polarizadas, de modo que temos, de um lado, o professor posto como sábio, sujeito ativo, explicador e capaz de usar sua própria inteligência; e, do outro, o aluno tido como ignorante, espectador passivo, incapaz de aprender por si mesmo e sempre dependente do mestre explicador. Em tais termos, o reconhecimento mútuo entre eles se torna impossível. Por fim, postulamos, ainda, a partir de Rancière, o princípio da igualdade das inteligências e ensaiamos a possibilidade de ruptura com o princípio da desigualdade das inteligências, em prol de uma educação comprometida, não com o embrutecimento e a submissão da inteligência do aprendiz àquele mestre, mas com a emancipação de ambos, compreendidos, daí por diante, como interatores, iguais em inteligência na sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We aim in this article to dwell on the following questioning: in the relationship between teacher and student in the classroom, is it possible, through mutual reckoning, break with the principle of inequality of intelligence, which leads to brutalizing, rather than that lead to an education towards emancipation? To begin with, mainly based on Judith Butler (US, 1956), the process of mutual reckoning is described, and we endeavor to show that in the relationship between teacher and student as well as in other possible circumstances, mutual reckoning takes place according to some determined rules which limit the modes of reckoning. Then, with Jacques Rancière (Argel, 1940), we focus on the principle of the mentalities that, according to the French-Argelian philosopher, exists as unquestionable truth or unbreakable belief in the relationship between teacher and learner. Seen inside the box of inequality of mentalities, the relationship between teacher and student fits into polarized duos, in which case we have on one hand the teacher as sage and possessor of all knowledge, and on the other hand the student seen as stupid, a passive spectator, incapable of learning on his own and always depending on the teacher who will explain everything to him. In such terms, mutual reckoning becomes impossible. Last but not least, still working with Rancière, we display the principle of equality in mentalities, and dwell on the possibility of a breach in that principle, aiming at an education engaged not engaged with brutalizing and submission of the learner&#8217;s intelligence to that teacher, but with the emancipation of both, seen thenceforth as inter-actors in the classroom having the same level of intelligence.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Reconhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Enquadramento]]></kwd>
<kwd lng="pt"><![CDATA[Embrutecimento]]></kwd>
<kwd lng="pt"><![CDATA[Emancipação]]></kwd>
<kwd lng="en"><![CDATA[Reckoning]]></kwd>
<kwd lng="en"><![CDATA[Fitting]]></kwd>
<kwd lng="en"><![CDATA[Brutalizing]]></kwd>
<kwd lng="en"><![CDATA[Emancipation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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