<?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>S0121-24942021000100037</article-id>
<article-id pub-id-type="doi">10.17227/pys.num54-11521</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Comenius e a educação universal para ensinar todas as coisas]]></article-title>
<article-title xml:lang="en"><![CDATA[Comenius and Universal Education to Teach All Things]]></article-title>
<article-title xml:lang="es"><![CDATA[Comenio y la educación universal para enseñar todas las cosas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boto]]></surname>
<given-names><![CDATA[Carlota]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<numero>54</numero>
<fpage>37</fpage>
<lpage>54</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-24942021000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-24942021000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-24942021000100037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo- resultado de uma investigação já concluída-tem por objetivo compreender as ideias pedagógicas de Comenius e averiguar sua atualidade. Assim, do ponto de vista metodológico, efetuou-se um estudo analítico das duas principais obras de Comenius - a Pampaedia (1971) e a Didática magna (1997). Tais livros foram estudados com a finalidade de compreender a distinção entre a escola projetada pelo educador e a realidade dos colégios e escolas de seu tempo. Comenius propõe um novo sistema de ensino, no qual o aprendizado se daria pelas coisas e por sua percepção sensível. Todo o ensino deveria calcar-se em um aprendizado anterior. Interessado nos princípios pedagógicos que levariam a uma facilidade no ensinar e no aprender, Comenius projeta aquilo que intitula educação universal. A ideia de universalidade expressa-se aqui porque ele acreditava na possibilidade de ensinar tudo a todos em diferentes graus de complexidade. Além disso, a ideia de universalidade compreendia o fato de que todos teriam acesso à escolarização: meninos e meninas, ricos e pobres, nobres e plebeus. Comenius supõe que um bom método seria suficiente para ensinar bem a todas as crianças. Esse método, dirigindo-se a todas as crianças de uma mesma classe, configura-se como ensino simultâneo. Tal modelo de ensino partia do pressuposto de que o conhecimento deverá articular o que já foi aprendido com aquilo que se propõe a ensinar em seguida. Nesse sentido, em alguma medida, Comenius é um dos pioneiros do ensino graduado. Procurou-se, ao final, verificar onde esse método ainda tem lugar, qual o potencial que ele ainda guarda e quais seus limites.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article-result of an investigation already completed-aims to understand Comenius' pedagogical ideas and ascertain their relevance. Thus, from a methodological point of view, an analytical study of the two main works of Comenius-Pampaedia (1971) and Didática magna (1997) was carried out. Such books were studied to understand the distinction between the school designed by the educator and the reality of the colleges and schools of his time. Comenius proposes a new teaching system, in which learning would take place through things and their sensitive perception. All teaching should be based on previous learning. Interested in the pedagogical principles that would lead to an ease in teaching and learning, Comenius designs what he calls universal education. The idea of universality is expressed herein because he believed in the possibility of teaching everything to everyone in different degrees of complexity. In addition, the idea of universality included the fact that everyone would have access to schooling: boys and girls, rich and poor, noble and commoners. Comenius assumes that a good method would be sufficient to teach all children well. This method, aimed at all children in the same class, is set as simultaneous teaching. This teaching model assumed that knowledge should coordinate what has already been learned with what it proposes to teach next. In this sense, to some extent, Comenius is one of the pioneers of graded education. In the end, we verified where this method still takes place, what potential it still has and what its limits are.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo, resultado de una investigación ya concluida, tiene como objetivo comprender las ideas pedagógicas de Comenio y determinar su relevancia. Así, desde un punto de vista metodológico, se realizó un estudio analítico de las dos principales obras de Comenio: la Pampedia (1971) y la Didáctica magna (1997). Dichos libros fueron estudiados para comprender la distinción entre la escuela diseñada por el educador y la realidad de los colegios y escuelas de su tiempo. Comenio propone un nuevo sistema de enseñanza, en el que el aprendizaje se llevaría a cabo a través de las cosas y su percepción sensible. Toda la enseñanza debería basarse en el aprendizaje previo. Interesado en los principios pedagógicos que facilitarían la enseñanza y el aprendizaje, Comenio diseña lo que él llama educación universal. La idea de universalidad se expresa aquí porque creía en la posibilidad de enseñar todo a todos en diferentes grados de complejidad. Además, la idea de universalidad incluía el hecho de que todos tendrían acceso a la escolarización: niños y niñas, ricos y pobres, nobles y plebeyos. Comenio asume que un buen método sería suficiente para enseñarles bien a todos los niños. Este método, dirigido a todos los niños de la misma clase, está configurado como enseñanza simultánea. Tal modelo de enseñanza se basaba en el supuesto de que el conocimiento debe articular lo que ya se ha aprendido con lo que se propone enseñar a continuación. En este sentido, hasta cierto punto, Comenio es uno de los pioneros de la educación graduada. Al final, intentamos verificar dónde se lleva a cabo este método, qué potencial tiene y cuáles son sus límites.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Comenius]]></kwd>
<kwd lng="pt"><![CDATA[ensino simultâneo escola graduada]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia da Educação]]></kwd>
<kwd lng="pt"><![CDATA[História da Educação]]></kwd>
<kwd lng="en"><![CDATA[Comenius]]></kwd>
<kwd lng="en"><![CDATA[graded school]]></kwd>
<kwd lng="en"><![CDATA[History of Education]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of Education]]></kwd>
<kwd lng="en"><![CDATA[simultaneous teaching]]></kwd>
<kwd lng="es"><![CDATA[Comenio]]></kwd>
<kwd lng="es"><![CDATA[enseñanza simultánea]]></kwd>
<kwd lng="es"><![CDATA[escuela graduada]]></kwd>
<kwd lng="es"><![CDATA[filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[historia de la educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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