<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.Comunic]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2014000200161</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v21n2p161-172</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Lúdico e limites formativos no contexto da indústria cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[Recreation and educational limits in the context of cultural industry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanches]]></surname>
<given-names><![CDATA[Eduardo Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fabiano]]></surname>
<given-names><![CDATA[Luiz Hermenegildo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>161</fpage>
<lpage>172</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2014000200161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2014000200161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2014000200161&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Trata-se de uma pesquisa de natureza te&#243;rica que busca a rela&#231;&#227;o existente entre as apropria&#231;&#245;es do l&#250;dico pela sociedade de consumo atual e a determina&#231;&#227;o de estere&#243;tipos no imagin&#225;rio social. A constante veicula&#231;&#227;o de condutas estereotipadas pelos meios de comunica&#231;&#227;o de massa &#233; uma das sutis estrat&#233;gias utilizadas para mistificar a realidade, visando manter o modelo social atual. O l&#250;dico, compreendido como atividade que permite a expans&#227;o da sensorialidade, a amplia&#231;&#227;o de capacidades perceptivas e recurso da aprendizagem vinculada &#224; forma&#231;&#227;o do sujeito, hoje participa da legitima&#231;&#227;o e manuten&#231;&#227;o da estrutura social hegem&#244;nica pelas formas sutis de manipula&#231;&#227;o. Em vista do exposto, a educa&#231;&#227;o torna-se importante vetor de forma&#231;&#227;o cr&#237;tica, mediando uma parcela da constitui&#231;&#227;o da concep&#231;&#227;o de mundo dos sujeitos. Compreender o l&#250;dico inserido no processo educacional, e as dire&#231;&#245;es a que esse entendimento remete, torna-se relevante, pois nessa forma de express&#227;o humana reside um significativo processo de interven&#231;&#227;o pedag&#243;gica como fortalecimento da interioridade do sujeito. As an&#225;lises realizadas nesta pesquisa partem das formula&#231;&#245;es de Max Horkheimer e Theodor Adorno, mais especificamente as categorias de raz&#227;o instrumental, ind&#250;stria cultural e semiforma&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This is a research of a theoretical nature that seeks the relation between the current consumer society&#8217;s appropriation of recreation and the determination of stereotypes in social imagery. The constant broadcasting of stereotyped conducts by the mass media is one of the subtle strategies used to mystify reality in order to maintain the current social model. Recreation, understood as an activity that enables the expansion of sensoriality, the widening of perceptual skills, and as a learning resource associated with the subject&#8217;s training, takes part in the legitimation and maintenance of the hegemonic social structure through subtle forms of manipulation. Thus, education becomes an important vector of critical training, mediating part of the constitution of people&#8217;s world view. It is relevant to understand the recreational element inserted in the educational process, and the directions this understanding leads to, since in this form of human expression is a significant process of educational intervention to strengthen the subject&#8217;s inner self. This study&#8217;s analyzes were based on the ideas of Max Horkheimer and Theodor Adorno, specifically the categories of instrumental reason, cultural industry and semi-formation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El pensamiento dogm&#225;tico atraviesa la historia de la tradici&#243;n y gana profundas ramificaciones en diversas perspectivas del conocimiento. Esta imagen-pensamiento determin&#243;, sin duda, la forma de ver, pensar y conducirse de la persona y tiende a reforzar una idea de la moralidad, el juicio, la recta raz&#243;n, la verdad y la buena conducta. Se puede argumentar que la educaci&#243;n y el aprendizaje valieronse efectivamente de este pensamiento a trav&#233;s de sus pr&#225;cticas de ense&#241;anza. Problematizar esta imagen dogm&#225;tica es el prop&#243;sito de este ensayo. El estudio es bibliogr&#225;fico y toma como referencia el pensamiento filos&#243;fico de Gilles Deleuze. Se entiende que es posible experimentar este pensamiento en la educaci&#243;n mediante la creaci&#243;n de un pensamiento-problema que est&#225; atravesado por l&#237;neas de aprendizaje-acontecimiento como una manera de romper el &#8220;molde&#8221;, el &#8220;modelo&#8221;, el &#8220;est&#225;ndar&#8221; para promover una transmutaci&#243;n en las formas de pensar y el aprender la educaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Lúdico]]></kwd>
<kwd lng="pt"><![CDATA[Indústria Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Recreation]]></kwd>
<kwd lng="en"><![CDATA[Cultural Industry]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento Dogmático]]></kwd>
<kwd lng="es"><![CDATA[Deleuze]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje-Acontecimiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOMIDE]]></surname>
<given-names><![CDATA[A. P. de A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Psicanálise e teoria social à luz da teoria crítica de Theodor W. Adorno.]]></article-title>
<source><![CDATA[Psicologia: Ciência e Profissão]]></source>
<year></year>
<volume>31</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>120-33</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WOOD JR.]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Fordismo, toyotismo e volvismo: os caminhos da indústria em busca do tempo perdido.]]></article-title>
<source><![CDATA[Revista de Administração de Empresas]]></source>
<year></year>
<volume>32</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>6-18</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
