<?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>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802018000100090</article-id>
<article-id pub-id-type="doi">10.21615/cesp.11.1.7</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sobre Etica, Experiência e Subjetividade na Contemporaneidade: reflexões educativas]]></article-title>
<article-title xml:lang="en"><![CDATA[On ethics, experience and subjectivity in contemporaneity: educational reflections]]></article-title>
<article-title xml:lang="es"><![CDATA[Sobre ética, experiencia y subjetividad en lo contemporáneo: reflexiones educativas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bianchi Silva]]></surname>
<given-names><![CDATA[Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>90</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802018000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802018000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802018000100090&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente trabalho visa realizar um debate sobre a formação humana na contemporaneidade a partir da dimensão ética, da experiência e da subjetividade, buscando construir uma contribuição ao campo educativo em um projeto de pesquisa realizado entre 2013 e 2016 que articulou a Psicologia e a Educação. Para tanto, tomou-se como ponto de partida o entendimento de Agamben (2009) acerca do que é a contemporaneidade e as análises diagnósticas realizadas por autores como Zygmunt Bauman e David Harvey. Interpõe-se a essa ação, correlações com o contexto escolar e as estratégias de formação colocada em andamento pela instituição escolar. Enquanto marcas contemporâneas, apontamos a queda das grandes narrativas, a ampliação de discursos considerados legítimos no que tange à construção do conhecimento, a transformação da experiência - e da educação como um todo - em objeto de consumo e a perda de um referencial ético universal. A escola pode ter um papel importante no processo de questionamento desses elementos de forma a potencializar a constituição de relações mais construtivas e que leve em conta a dimensão da alteri-dade. Por fim, apontamos para a necessidade da desconstrução de discursos que operam no manutenção de uma perspectiva normativo-prescritiva que favorece o empobrecimento da experiência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present work intends to carry out a debate about the human formation in the contemporary world from the ethical dimension, the experience and the subjectivity, seeking to build a contribution to the educational field from a research project that articulated Psychology and Education conducted between 2013 and 2016. For this purpose, it was taken as a starting point Agamben's (2009) understanding of contemporaneity and the diagnostic analyzes made by authors such as Zygmunt Bauman and David Harvey. Throughout the text, correlations about the school context and the training strategies taken place by the academic institutions were considered. As contemporary signs, it is pointed the drop of the great narratives, the expansion of discourses considered legitimate in what concerns the construction of knowledge, the transformation of experience - and education as a whole - into the object of consumption and the loss of a universal ethical. The school may play an important role in the process of questioning these elements in order to strengthen the establishment of more constructive relationships that takes into account the dimension of otherness. Finally, we point to the need to deconstruct discourses that operate in the maintenance of a normative-prescriptive perspective that favors the impoverishment of experience.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente trabajo pretende realizar un debate sobre el desarrollo humano en el mundo contemporáneo desde la dimensión ética, la experiencia y la subjetividad, buscando contribuir al campo de la educación en un proyecto de investigación llevado a cabo entre 2013 y 2016, que articuló la Psicología y Educación. Para ello, se tomó como punto de partida la comprensión de Agamben (2009) sobre la contemporaneidad y los análisis diagnósticos de autores como Zygmunt Bauman y David Harvey. A lo largo del texto, se realizan correlaciones con el entorno escolar y las estrategias de formación puestas en marcha por la institución escolar. En cuanto a las marcas contemporáneas, señalamos la caída de las grandes narrativas, la ampliación de discursos considerados legítimos en lo que se refiere a la construcción del conocimiento, la transformación de la experiencia -y de la educación como un todo- en objeto de consumo y la pérdida de un marco ético universal. La escuela puede desempeñar un papel importante en el proceso de cuestionamiento de estos elementos con el fin de mejorar el establecimiento de relaciones más constructivas que tengan en cuenta la alteridad. Por último, señalamos la necesidad de deconstrucción de los discursos que operan en el mantenimiento de una perspectiva normativa preceptiva que favorece el empobrecimiento de la experiencia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Subjetividade]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Psychology]]></kwd>
<kwd lng="es"><![CDATA[Psicología]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Ética]]></kwd>
<kwd lng="es"><![CDATA[Experiencia]]></kwd>
<kwd lng="es"><![CDATA[Subjetividad]]></kwd>
</kwd-group>
</article-meta>
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