<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142017000100094</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v17n1.p94-116</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MONTEIRO LOBATO E O IDE&#193;RIO ESCOLANOVISTA: UM MODELO DE ESCOLA NO S&#205;TIO DO PICA-PAU AMARELO]]></article-title>
<article-title xml:lang="en"><![CDATA[MONTEIRO LOBATO AND THE NEW SCHOOL IDEAL: A SCHOOL MODEL IN THE S&#205;TIO DO PICA-PAU AMARELO]]></article-title>
<article-title xml:lang="es"><![CDATA[MONTEIRO LOBATO Y EL IDEARIO DE LA &#8220;ESCUELA NUEVA&#8221;: UN MODELO DE ESCUELA EN EL S&#205;TIO DO PICA-PAU AMARELO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Maria Cristina Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martineli]]></surname>
<given-names><![CDATA[Laís Pacifico]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>94</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142017000100094&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142017000100094&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142017000100094&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O estudo mostra que, com base na obra liter&#225;ria infantil de Monteiro Lobato (1882-1948), o autor dialogava e compartilhava com os pressupostos te&#243;rico-metodol&#243;gicos do ide&#225;rio escolanovista. Sua aproxima&#231;&#227;o ficou expressa nos livros de literatura destinados &#224;s crian&#231;as, produzidos na primeira metade do s&#233;culo XX, momento em que esse movimento ganhou repercuss&#227;o no pa&#237;s. Fundamentamos essa proposi&#231;&#227;o discorrendo sobre o contato estabelecido por Monteiro Lobato com os pressupostos te&#243;ricos dessa teoria, bem como mostramos em Ser&#245;es de Dona Benta, do ano de 1935, como a pr&#225;tica educativa do &#8220;S&#237;tio do Pica-Pau Amarelo&#8221; se apropria dos modelos de educa&#231;&#227;o propostos pela Escola Nova. Observamos que a educa&#231;&#227;o desempenhava importante papel na forma&#231;&#227;o moral e intelectual das crian&#231;as brasileiras, devido &#224; necessidade de preparar trabalhadores &#224;s ind&#250;strias e os cidad&#227;os &#224; Rep&#250;blica. Para garantia dessa forma&#231;&#227;o era necess&#225;rio um outro modelo pedag&#243;gico. Monteiro Lobato teve contato com a nova corrente pedag&#243;gica quando publicou artigos que divulgavam essa corrente na Revista do Brasil, com a leitura de livros de autores renovadores e pela amizade mantida com educadores brasileiros ligados &#224; corrente, como An&#237;sio Teixeira. Notamos que Lobato compartilhava dos ideais da Escola Nova pela leitura de seus livros infantis, ao projetar uma escola em que a crian&#231;a (personagens) participa ativamente do seu processo de aprendizagem, livre para descobrir seus interesses e aprofund&#225;-los quando desejasse. Assim, caberia &#224; professora (Dona Benta) fornecer os meios necess&#225;rios para que elas pudessem aprender por meio de brincadeiras, ativando a imagina&#231;&#227;o. Para tanto, os conte&#250;dos cient&#237;ficos se tornariam essenciais &#224; sua forma&#231;&#227;o, a aprendizagem se iniciava pela experimenta&#231;&#227;o e observa&#231;&#227;o por meio dos cinco sentidos e daquilo que a crian&#231;a vivenciava no seu dia a dia, nesse processo o material escolar tornava-se uma ferramenta imprescind&#237;vel para a aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study shows that, based on the children&#8217;s work by Monteiro Lobato&#8217;s (1882-1948), the author dialogued and shared in the theoretical-methodological premises of the New School ideal. His approach was expressed in works of literature written for children, produced in the first half of the Twentieth Century, when this movement began to spread around the country. We provide the basis for this proposition by discoursing on the contact established by Monteiro Lobato with the theoretical assumptions of this theory, and show, in Ser&#245;es de Dona Benta from 1935, how the educational practice of &#8220;Sitio do Pica-Pau Amarelo&#8221; made use of the educational models proposed by the New School. We observe that education played an important role in the moral and intellectual formation of Brazilian children, due to the need to prepare workers for industries and citizens for the Republic. To ensure this formation, another pedagogical model was necessary. Monteiro Lobato had contact with the new pedagogical stream of thought, when he published articles that revealed this stream in the magazine Revista do Brazil, with the reading of books by renovative authors, and through the friendship he maintained with Brazilian educators connected to the stream of thought, such as An&#237;sio Teixeira. We note that Lobato shared the ideas of the New School through the reading of his children&#8217;s books. He projected a school in which the child (his infant characters) actively took part in their learning process, and were free to discover their interests, and deepen them when desired. In this scenario, it would be the role of the teacher (Dona Benta) to provide the necessary means for the children to learn through games and imagination. Thus, scientific contents would became essential to the child&#8217;s training; learning would be initiated by experimentation and observation, using the five senses, and the children&#8217;s experiences in their day-to-day lives, and in this process, the school would become an indispensable tool for learning. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La investigaci&#243;n, basada en textos de literatura infantil de Monteiro Lobato (1882-1948), muestra que este autor dialoga y estuvo de acuerdo con los supuestos te&#243;ricos y metodol&#243;gicos de las ideas de la Escuela Nueva. Su enfoque qued&#243; expresado en libros de literatura para ni&#241;os escritos en la primera mitad del siglo XX, cuando este movimiento gan&#243; repercusi&#243;n en Brasil. Basamos esta proposici&#243;n discurriendo sobre el contacto establecido por Monteiro Lobato con los supuestos te&#243;ricos de esta teor&#237;a. Tambi&#233;n mostramos en el texto &#8220;Ser&#245;es de Dona Benta&#8221; de 1935 que la pr&#225;ctica educativa del "S&#237;tio do Pica-Pau Amarelo" ya se apropiaba de los modelos de educaci&#243;n propuestos por la Escuela Nueva. Observamos que la educaci&#243;n juega un papel importante en la formaci&#243;n moral e intelectual de los ni&#241;os brasile&#241;os debido a la necesidad de preparar a los trabajadores para las industrias y a los ciudadanos para la Rep&#250;blica. Para garantizar esta formaci&#243;n se necesitaba otro modelo pedag&#243;gico. Monteiro Lobato tuvo contacto con la nueva corriente pedag&#243;gica cuando public&#243; art&#237;culos acerca de esta corriente en la &#8220;Revista do Brasil&#8221;, con la lectura de autores renovadores de libros y por la amistad que mantiene con los educadores brasile&#241;os conectados a esta l&#237;nea de pensamiento, tales como An&#237;sio Teixeira. Observamos que Lobato comparte los ideales de la Escuela Nueva a trav&#233;s de la lectura de sus libros para ni&#241;os al proyectar una escuela en la que los ni&#241;os (personajes) participan activamente en el proceso de aprendizaje y son libres para descubrir y profundizar sus intereses cuando as&#237; lo desean. De esta manera, es tarea de la maestra (Dona Benta) proporcionar los medios necesarios para que puedan aprender a trav&#233;s del juego y la imaginaci&#243;n. Por lo tanto, el contenido cient&#237;fico se vuelve esencial para su formaci&#243;n, el aprendizaje se inicia por la experimentaci&#243;n y la observaci&#243;n a trav&#233;s de los cinco sentidos y lo que el ni&#241;o vivencia en su vida diaria. En este proceso los &#250;tiles escolares se convierten en una herramienta esencial para el aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Literatura infantil]]></kwd>
<kwd lng="pt"><![CDATA[Monteiro Lobato]]></kwd>
<kwd lng="pt"><![CDATA[Escola Nova]]></kwd>
<kwd lng="en"><![CDATA[Children&#8217;s literature]]></kwd>
<kwd lng="en"><![CDATA[Monteiro Lobato]]></kwd>
<kwd lng="en"><![CDATA[New School]]></kwd>
<kwd lng="es"><![CDATA[Literatura infantil]]></kwd>
<kwd lng="es"><![CDATA[Monteiro Lobato]]></kwd>
<kwd lng="es"><![CDATA[Escuela Nueva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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