<?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>S1984-71142017000100177</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v17n1.p177-193</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROPOSTAS EDUCACIONAIS NA PRIMEIRA METADE DO S&#201;CULO XX: PERSPECTIVAS PARA UMA SOCIEDADE EM TRANSFORMA&#199;&#195;O]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATIONAL PROPOSALS IN THE EARLY TWENTIETH CENTURY: PROSPECTS FOR A CHANGING SOCIETY]]></article-title>
<article-title xml:lang="es"><![CDATA[PROPUESTAS EDUCACIONALES EN LA PRIMERA MITAD DEL SIGLO XX: PERSPECTIVAS PARA UNA SOCIEDAD EN TRANSFORMACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomazi]]></surname>
<given-names><![CDATA[Jeovania Fabro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castanha]]></surname>
<given-names><![CDATA[André Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Francisco Beltrão 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>177</fpage>
<lpage>193</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142017000100177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142017000100177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142017000100177&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem por objetivo analisar as propostas educacionais do in&#237;cio do s&#233;culo XX, a partir das contribui&#231;&#245;es de Taylor, Dewey, Lenin e Gramsci, bem como refletir sobre as influ&#234;ncias que estas teorias tiveram na constitui&#231;&#227;o da escola e da educa&#231;&#227;o contempor&#226;nea. Para isso, tomamos como principal recurso metodol&#243;gico a an&#225;lise das obras dos referidos autores. No in&#237;cio do s&#233;culo XX, a sociedade industrial se consolidou, e a educa&#231;&#227;o passou a ser entendida, pela burguesia, como espa&#231;o de reprodu&#231;&#227;o da sociedade. Em contrapartida, desenvolveram-se teorias educacionais que inspiram uma nova escola e uma educa&#231;&#227;o ligada &#224;s quest&#245;es sociais e ao desenvolvimento integral do homem. Neste sentido, o legado deixado pelos embates do in&#237;cio s&#233;culo XX para a educa&#231;&#227;o foram muito significativos, em especial, pelo avan&#231;o da educa&#231;&#227;o popular e sua democratiza&#231;&#227;o, contribuindo n&#227;o somente para desenvolvimento da escola p&#250;blica, leiga, gratuita e obrigat&#243;ria, mas, tamb&#233;m, para o desenvolvimento de novas formas de ensinar e pensar a forma&#231;&#227;o da crian&#231;a e do trabalhador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article analyzes the educational proposals of the early twentieth century, based on the contributions of Dewey, Gramsci, Lenin and Taylor, and reflects on the influences that these theories have had in the constitution of school and contemporary education. The main methodological resource used is the analysis of the works of these authors. In the early twentieth century, the industrial society was consolidated and education came to be seen by the bourgeoisie as a space for the reproduction of society. On the other hand, educational theories were developed that inspired a new school, and an education that was linked to social issues and the integral development of man. Thus, the legacy left by the clashes of the early twentieth century, in the area of education, were very significant, especially for the advancement of mass education and its democratization, not only contributing to the development of secular, free and compulsory public schools, but also to the development of new ways of thinking about teaching and training of children and workers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo tiene por objetivo analizar las propuestas educacionales a principios del siglo XX a partir de las contribuciones de Taylor, Dewey, Lenin y Gramsci, as&#237; como reflexionar sobre las influencias que estas teor&#237;as tuvieron en la constituci&#243;n de la escuela y de la educaci&#243;n contempor&#225;nea. Para eso tomamos como principal recurso metodol&#243;gico el an&#225;lisis de las obras de los referidos autores. Al inicio del siglo XX se consolid&#243; la sociedad industrial y la educaci&#243;n pas&#243; a ser entendida por la burgues&#237;a como espacio de reproducci&#243;n de la sociedad. En contrapartida, se desarrollaron teor&#237;as educacionales que inspiran una nueva escuela y una educaci&#243;n vinculada a las cuestiones sociales y al desarrollo integral del hombre. En este sentido, el legado dejado para la educaci&#243;n por los embates de principios del siglo XX fue muy significativo, en especial por el avance de la educaci&#243;n popular y su democratizaci&#243;n, contribuyendo no solo para el desarrollo de la escuela p&#250;blica, laica, gratuita y obligatoria, sino tambi&#233;n para el desarrollo de nuevas formas de ense&#241;ar y pensar la formaci&#243;n de los ni&#241;os y de los trabajadores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação no início do Século XX]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade em Transição]]></kwd>
<kwd lng="pt"><![CDATA[Educação das Massas]]></kwd>
<kwd lng="en"><![CDATA[Education in the early twentieth century]]></kwd>
<kwd lng="en"><![CDATA[Society in Transition]]></kwd>
<kwd lng="en"><![CDATA[Education of the Masses]]></kwd>
<kwd lng="es"><![CDATA[Educación a Principios del Siglo XX]]></kwd>
<kwd lng="es"><![CDATA[Sociedad en Transición]]></kwd>
<kwd lng="es"><![CDATA[Educación de las Masas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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<edition>3</edition>
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<given-names><![CDATA[A]]></given-names>
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</nlm-citation>
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</name>
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<article-title xml:lang="en"><![CDATA[Tarefas da Juventude na construção do socialismo]]></article-title>
<person-group person-group-type="editor">
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</name>
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<edition>4</edition>
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<publisher-name><![CDATA[Expressão Popular]]></publisher-name>
</nlm-citation>
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</name>
</person-group>
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</ref-list>
</back>
</article>
