<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022012000200014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Noemy Rudolfer e a organização da escola e do mundo do trabalho nos anos 1920 e 1930]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[José Damiro de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A14">
<institution><![CDATA[,Universidade Federal dos Vales do Jequitinhonha e Mucuri  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>38</volume>
<numero>02</numero>
<fpage>485</fpage>
<lpage>497</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022012000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022012000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022012000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Os anos 1920 e 1930 são importantes para compreendermos e percebermos a organização do Estado e das relações entre capital e trabalho, bem como a construção de um pensamento educacional liberal. Na época, a educação despontava como uma preocupação das elites e dos governantes, seja nas discussões ocorridas no âmbito da Associação Brasileira de Educação (ABE), seja por meio das reformas educacionais dos Estados. A psicologia que se buscava consolidar no campo científico apresentava propostas para o campo da educação e do trabalho com a orientação e a formação dos futuros dirigentes e dirigidos. Foi nesse campo que Noemy Rudolfer teve relevante destaque ao pensar e agir em defesa da psicologia educacional e de suas variantes destinadas ao ambiente escolar, como a orientação profissional. Em ambos os domínios, ela pretendia colocar o homem certo no lugar certo. A ampliação do controle na esfera do trabalho e na escolha das carreiras no campo educacional objetivava instaurar a psicologia como ciência que habilmente evitaria os conflitos sociais. Rudolfer contribuiu para isso ao fortalecer e ampliar o campo a partir de sua atuação na divulgação e na aplicação da psicologia educacional e da orientação profissional no país, configurando uma modernização conservadora. A partir de sua produção e de sua trajetória, buscamos desvelar a colaboração de Rudolfer para a construção de tal pensamento no Brasil dos anos 1920/1930, quando se assumia um discurso modernizador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The 1920s/1930s are important to understand and perceive the organization of the State and the relations between capital and labor, as well as to construct a liberal educational thought. At the time, education was beginning to appear as a concern of the elites and of those in government, both in the discussions taking place within the Brazilian Education Association (ABE) and through the educational reforms of the States. Psychology, striving to consolidate itself within the scientific arena, offered proposals in the field of education and labor for the orientation and formation of future leaders and followers. It was within this scenario that Noemy Rudolfer played an important role by thinking and acting in defense of educational psychology and its variants, such as professional orientation, targeted at the school environment. In both domains, she intended to put the right man at the right place. The expansion of control in the realm of labor and career choice within the educational field aimed at establishing psychology as a science that would skillfully avoid social conflict. Rudolfer contributed to that project by strengthening and expanding the field through her activities in divulging and applying educational psychology and professional orientation in the country, thereby helping to shape a conservative modernization. Based on her production and trajectory, we seek here to reveal Rudolfer's contribution to the construction of such thinking in Brazil in the 1920s/1930s, when a modernizing discourse was being adopted.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Escola Nova]]></kwd>
<kwd lng="pt"><![CDATA[Modernização Conservadora]]></kwd>
<kwd lng="pt"><![CDATA[Noemy Rudolfer]]></kwd>
<kwd lng="en"><![CDATA[Educational Psychology]]></kwd>
<kwd lng="en"><![CDATA[New School]]></kwd>
<kwd lng="en"><![CDATA[Conservative Modernization]]></kwd>
<kwd lng="en"><![CDATA[Noemy Rudolfer]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Noemy Rudolfer e a  organiza&ccedil;&atilde;o da escola e do mundo do trabalho nos anos 1920 e 1930.</h2> <h3>Noemy Rudolfer and the organization of school and of the world of labor  in the 1920s/1930s.</h3>     <p>&nbsp;</p> <h4>Jos&eacute; Damiro de Moraes    <br> </h4> </font>      ]]></body><back>
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