<?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>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162019000100285</article-id>
<article-id pub-id-type="doi">10.17227/rce.num76-7951</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación ética y normas trascendentales de la razón. El problema de la educación ciudadana]]></article-title>
<article-title xml:lang="en"><![CDATA[Ethical Education and Transcendental Norms of Reason. The Problem of Citizen Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Formação ética e normas transcendentais da razão. O problema da educação cidadã]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas-Guillén]]></surname>
<given-names><![CDATA[Germán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sesarego-Acosta]]></surname>
<given-names><![CDATA[Emiliano Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerrero-Criollo]]></surname>
<given-names><![CDATA[Mary Julieth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires (UBA)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<numero>76</numero>
<fpage>285</fpage>
<lpage>304</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162019000100285&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162019000100285&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162019000100285&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo sitúa la pregunta por la formación ética desde la detrascendentalización de las normas ético-morales, específicamente, a partir de las categorías valicepción y pasividad. Se propone la posibilidad de la formación ética mediante la pragmática del lenguaje, capaz de evitar el nihilismo, el relativismo y los totalitarismos de diferente tipo. Finalmente, se retoma la noción de alteridad como idea regulativa de la ética. En la introducción, se examinan las variantes del problema con sus perspectivas de solución. En adelante, se dan cuatro pasos en la exposición: primero, se explicita el alcance del título detrascendentalización en el contexto de la ética; segundo, se muestra el enlace entre la formación ética y la pragmática del lenguaje; tercero, se mira la mutua implicación de verdad y razón, y, cuarto, se caracteriza la alteridad como idea reguladora de la ética en los procesos de formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper contextualizes the question about ethical education from the detranscendentalization of ethical-moral norms-more specifically through the categories of valiception and passivity. We propose the possibility of ethical education based on language pragmatics, capable of avoiding the different types of nihilism, relativism, and totalitarianism. Finally, we revisit the notion of alterity as a regulative idea of ethics. In the introduction, we examine the variants of the problem together with their perspectives of solution. We then proceed in four steps: first, the scope of the title &#8220;detranscendentalization&#8221; in the context of ethics is explained; second, the link between the ethical training and language pragmatics is shown; third, the mutual implication of truth and reason is addressed; and finally, alterity as an ethical regulative idea for education processes is characterized.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo contextualiza a pergunta pela formação ética desde a detranscendentalização das normas éticomorais, especificamente, a partir das categorias valicepção e passividade. Propomos a possibilidade da formação ética mediante a pragmática da linguagem, capaz de evitar o niilismo, o relativismo e os totalitarismos de diferentes tipos. Finalmente, retomamos a noção de alteridade como ideia regulativa da ética. Na introdução examinamos as variantes do problema com suas perspectivas de solução. Depois estabelecemos quatro seções: primeiro, explicitamos o escopo do título detranscendentalização no contexto da ética; segundo, assinalamos o vínculo entre a formação ética e a pragmática da linguagem; terceiro, observamos a mútua implicação de verdade e razão; e quarto, caracterizamos a alteridade como ideia reguladora de ética nos processos de formação.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desarrollo moral]]></kwd>
<kwd lng="es"><![CDATA[valores morales]]></kwd>
<kwd lng="es"><![CDATA[experiencia moral]]></kwd>
<kwd lng="es"><![CDATA[filosofía educativa]]></kwd>
<kwd lng="es"><![CDATA[conducta prosocial]]></kwd>
<kwd lng="es"><![CDATA[valores democráticos]]></kwd>
<kwd lng="es"><![CDATA[trasfondo cultural]]></kwd>
<kwd lng="es"><![CDATA[ética]]></kwd>
<kwd lng="es"><![CDATA[autonomía personal]]></kwd>
<kwd lng="es"><![CDATA[libertad de pensamiento]]></kwd>
<kwd lng="en"><![CDATA[moral development]]></kwd>
<kwd lng="en"><![CDATA[moral values]]></kwd>
<kwd lng="en"><![CDATA[moral experience]]></kwd>
<kwd lng="en"><![CDATA[educational philosophy]]></kwd>
<kwd lng="en"><![CDATA[prosocial behavior]]></kwd>
<kwd lng="en"><![CDATA[democratic values]]></kwd>
<kwd lng="en"><![CDATA[cultural background]]></kwd>
<kwd lng="en"><![CDATA[ethics]]></kwd>
<kwd lng="en"><![CDATA[personal autonomy]]></kwd>
<kwd lng="en"><![CDATA[freedom of thought]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento moral]]></kwd>
<kwd lng="pt"><![CDATA[valores morais]]></kwd>
<kwd lng="pt"><![CDATA[experiência moral]]></kwd>
<kwd lng="pt"><![CDATA[filosofia educacional]]></kwd>
<kwd lng="pt"><![CDATA[comportamento pró-social]]></kwd>
<kwd lng="pt"><![CDATA[valores democráticos]]></kwd>
<kwd lng="pt"><![CDATA[antecedentes culturais]]></kwd>
<kwd lng="pt"><![CDATA[ética]]></kwd>
<kwd lng="pt"><![CDATA[autonomia pessoal]]></kwd>
<kwd lng="pt"><![CDATA[liberdade de pensamento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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