<?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>0121-2494</journal-id>
<journal-title><![CDATA[Pedagogía y Saberes]]></journal-title>
<abbrev-journal-title><![CDATA[Pedagogía y Saberes]]></abbrev-journal-title>
<issn>0121-2494</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Educación Universidad Pedagógica Nacional]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-24942018000200189</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Discursos sobre aprendizagem no Brasil: uma análise da Revista Brasileira de Estudos Pedagógicos (1944-1964)]]></article-title>
<article-title xml:lang="es"><![CDATA[Discursos sobre el aprendizaje en Brasil: un análisis de la Revista Brasileña de Estudios Pedagógicos (1944-1964)]]></article-title>
<article-title xml:lang="en"><![CDATA[Discourses on Learning in Brazil: An Analysis of the Brazilian Journal of Pedagogical Studies (1944 - 1964)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Enzweiler]]></surname>
<given-names><![CDATA[Deise Andreia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos-UNISINOS  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<numero>49</numero>
<fpage>189</fpage>
<lpage>200</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-24942018000200189&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-24942018000200189&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-24942018000200189&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo, como resultado de investigação, objetiva apresentar e descrever como discursos sobre aprendizagem se articularam no contexto histórico brasileiro no período de 1944 a 1964, marcado por influências renovadoras do movimento da Escola Nova. Para elaboração desta descrição, utilizou-se a ferramenta conceitual do discurso. A apresentação do exercício investigativo está dividida em três focos distintos e complementares: um foco histórico; um foco metodológico e um foco analítico. Como resultado final, são apresentadas tendências dos discursos sobre aprendizagem no Brasil: aprendizagem como aprimoramento individual; aprendizagem como ajustamento social e aprendizagem como experiência. A partir disso, sustenta-se que o movimento escolanovista introduz diferentes compreensões acerca da aprendizagem visando uma renovação educacional no Brasil. Entretanto, tais apreensões não descartavam um tipo de condução pedagógica intencional, diferentemente de tendências pedagógicas atuais, marcadas por processos de naturalização e individualização da aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo, como resultado de investigación, tiene como objetivo presentar y describir cómo los discursos sobre aprendizaje se articularon en el contexto histórico brasileño en el periodo de 1944 a 1964, marcado por influencias renovadoras del movimiento de la Escuela Nueva. Para la elaboración de esta descripción, se utilizó la herramienta conceptual del discurso. La presentación del ejercicio investigativo está dividida en tres focos distintos y complementarios: un enfoque histórico; un enfoque metodológico y un enfoque analítico. Como resultado final, son presentadas algunas tendencias de los discursos sobre aprendizaje en el Brasil: aprendizaje como perfeccionamiento individual; aprendizaje como ajuste social y aprendizaje como experiencia. A partir de eso, se sustenta que el movimiento de la Escuela Nueva introduce diferentes comprensiones acerca del aprendizaje buscando una renovación educacional en el Brasil. No obstante, tales preocupaciones no descartaban un tipo de conducción pedagógica intencional, diferente de tendencias pedagógicas actuales, marcadas por procesos de naturalización e individualización del aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article, as a result of research, aims to present and describe how discourses about learning were articulated in the Brazilian historical context from 1944 to 1964, marked by renovating influences of the New School movement. The conceptual tool of discourse was used to do this description. The presentation of the investigative exercise is divided into three distinct and complementary cores: a historical approach, a methodological approach, and an analytical ap proach. As a final result, some trends of the discourses on learning in Brazil are presented: learning as individual improvement, learning as social adjustment, and learning as experience. Based on this, it is sustained that the New School movement introduces different understandings about learning, seeking a reno vation of education in Brazil. However, such concerns did not rule out a type of intentional pedagogy, different from current pedagogical tendencies and marked by processes of naturalization and individualization of learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[Escola Nova]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="pt"><![CDATA[condução pedagógica]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Escuela Nueva]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
<kwd lng="es"><![CDATA[conducción pedagógica]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[new school]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="en"><![CDATA[pedagogical conduction]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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