<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812014000100002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O crescimento da liberdade como fim educacional: a relação entre o pensamento reflexivo e a liberdade na obra de John Dewey]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa]]></surname>
<given-names><![CDATA[Rômulo Ferreira]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[José Claudio]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<volume>95</volume>
<numero>239</numero>
<fpage>11</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812014000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812014000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812014000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Propõe analisar a relação entre o cultivo do pensamento reflexivo e o crescimento da liberdade individual, tendo como fonte principal a obra Como Pensamos (1933), de John Dewey. Para ele, a finalidade da educação é formar indivíduos livres, capazes de direcionar sua conduta e adaptar as condições do ambiente a seu favor. Nesse caso, o crescimento da liberdade é um efeito da educação que estimula o indivíduo ao exercício contínuo do pensamento reflexivo. O presente discurso procura mostrar por que o conceito evolutivo de liberdade de Dewey é mais eficiente do que a teoria educacional criticada por ele, que confunde liberdade com espontaneidade e, por causa disso, considera a criança livre para dirigir suas atividades. Essa confusão resulta na condenação da autoridade do professor e na perigosa ideia de que o ser humano imaturo não precisa de direção externa para alcançar a liberdade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article analyzes the relation between the cultivation of reflective thinking and the growth of individual freedom, based mainly on John Dewey’s work “How we think” (1933). For Dewey, the end of education is to form free individuals, capable of directing their own conduct and of adapting environmental conditions to their benefit. In this case, the growth of freedom is an effect of education that stimulates the individual to the continuous exercise of reflective thinking. The present discourse intends to show the reason why Dewey’s evolutionary concept of freedom is more efficient than the educational theory criticized by him, which confuses freedom with spontaneity, and for this reason, considers the child free to direct his/her activities. This confusion results in the condemnation of the teacher’s authority and in the dangerous idea that immature human beings do not need external direction to achieve freedom.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Dewey]]></kwd>
<kwd lng="pt"><![CDATA[Liberdade]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento Reflexivo]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Dewey]]></kwd>
<kwd lng="en"><![CDATA[Freedom]]></kwd>
<kwd lng="en"><![CDATA[Reflective Thinking]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O  crescimento da liberdade como fim educacional: a rela&ccedil;&atilde;o entre o pensamento  reflexivo e a liberdade na obra de John Dewey.</h2> <h3>The growth of freedom as an educational end: the  relation between reflective thinking and freedom in John Dewey&rsquo;s work.</h3>     <p>&nbsp;</p> <h4>R&ocirc;mulo  Ferreira Correa, Jos&eacute; Claudio Matos</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[The Philosophical Review]]></source>
<year></year>
<volume>11</volume>
<page-range>107-124</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
