<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012016000400365</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v38i4.26518</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação segundo a perspectiva de montaigne no âmbito do renascimento]]></article-title>
<article-title xml:lang="en"><![CDATA[Education from montaigne´s perspective within the renaissance context]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación según la perspectiva de montaigne en el ámbito del renacimiento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Gustavo Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[Uberaba Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>38</volume>
<numero>4</numero>
<fpage>365</fpage>
<lpage>372</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012016000400365&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012016000400365&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012016000400365&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. A filosofia de Michel Eyquem de Montaigne (1533-1592) oferece a possibilidade de uma pedagogia pautada no ceticismo intelectual e no estoicismo moral, pois, segundo ele, sendo imposs&#237;vel a aquisi&#231;&#227;o do conhecimento definitivo ou inquestion&#225;vel, restaria apenas a busca incessante por algo que seja, ao menos, um pouco mais confi&#225;vel ou prov&#225;vel, da mesma forma que seria imperativo educar o indiv&#237;duo para uma conduta virtuosa e implac&#225;vel no cumprimento do dever. O objetivo deste artigo, justificado pela necessidade de aproximar a filosofia e a educa&#231;&#227;o, &#233; esbo&#231;ar os t&#243;picos principais do pensamento de Montaigne, para apresentar um panorama geral da sua filosofia, assim como das suas ideias sobre educa&#231;&#227;o, tratando-se do contexto hist&#243;rico ao qual pertence (Renascimento), assim como da sua obra magna (Ensaios). Como resultado, demonstra-se que o cepticismo intelectual e o estoicismo moral de Montaigne permanecem como alertas contra poss&#237;veis enganos, equ&#237;vocos, erros ou ilus&#245;es causados por concep&#231;&#245;es que n&#227;o fazem questionar at&#233; que ponto o saber &#233; confi&#225;vel, do mesmo modo que fazem ignorar a import&#226;ncia da forma&#231;&#227;o da conduta humana. Espera-se que estas considera&#231;&#245;es acerca das ideias filos&#243;ficas e educacionais de Montaigne possam suscitar reflex&#245;es sobre a fundamenta&#231;&#227;o te&#243;rica da educa&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Michel Eyquem de Montaigne's (1533-1592) philosophy foregrounds a pedagogy based on intellectual skepticism and moral stoicism. Since the acquisition of definitive or unquestionable knowledge is impossible, there would be the unending search for something that would be somewhat more reliable or probable. Similarly, it would be mandatory to educate the subject within a virtuous conduct to do one&#180;s duty. Current article is an attempt to approach philosophy and education and brings to the fore Montaigne&#180;s main topics within a review of his philosophy and his ideas on education, within the historical context (Renaissance) and his most relevant work (Essays). Results show that Montaigne&#180;s intellectual skepticism and moral stoicism ward off possible mistakes, misconceptions, errors and illusions caused by concepts that do not question to what extent knowledge is reliable and ignore the importance of the formation of human behavior. It is expected that these considerations on Montaigne's philosophical and educational ideas may trigger discussions on the theoretical foundation of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. La filosof&#237;a de Michel Eyquem de Montaigne (1533-1592) ofrece la posibilidad de una pedagog&#237;a basada en el escepticismo intelectual y en el estoicismo moral, pues, seg&#250;n &#233;l, siendo imposible la adquisici&#243;n del conocimiento definitivo o incuestionable, quedar&#237;a solo la b&#250;squeda incesante por algo que sea, al menos, un poco m&#225;s confiable o probable, de la misma manera que ser&#237;a imperativo educar al individuo para una conducta virtuosa e implacable en el cumplimiento del deber. El objetivo de este art&#237;culo, justificado por la necesidad de aproximar la filosof&#237;a y la educaci&#243;n, es esbozar los principales t&#243;picos del pensamiento de Montaigne, para presentar un panorama general de su filosof&#237;a, as&#237; como de sus ideas sobre educaci&#243;n, trat&#225;ndose del contexto hist&#243;rico al cual pertenece (Renacimiento), as&#237; como de su obra magna (Ensayos). Como resultado, se demuestra que el escepticismo intelectual y el estoicismo moral de Montaigne permanecen como alertas contra posibles enga&#241;os, equ&#237;vocos, errores o ilusiones causados por concepciones que no nos hacen cuestionar hasta qu&#233; punto el saber es confiable, de la misma manera que nos hacen ignorar la importancia de la formaci&#243;n de la conducta humana. Se espera que estas consideraciones en cuanto a las ideas filos&#243;ficas y educacionales de Montaigne puedan fomentar reflexiones sobre la problem&#225;tica de la fundamentaci&#243;n te&#243;rica de la educaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ceticismo]]></kwd>
<kwd lng="pt"><![CDATA[Estoicismo]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Skepticism]]></kwd>
<kwd lng="en"><![CDATA[Stoicism]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Escepticismo]]></kwd>
<kwd lng="es"><![CDATA[Estoicismo]]></kwd>
<kwd lng="es"><![CDATA[Filosofía]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
