<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792022000100119</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v18i49.9034</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[APONTAMENTOS PARA UMA EDUCAÇÃO OMNILATERAL EM MARX E ENGELS]]></article-title>
<article-title xml:lang="en"><![CDATA[NOTES FOR AN OMNILATERAL EDUCATION IN MARX AND ENGELS]]></article-title>
<article-title xml:lang="es"><![CDATA[NOTAS PARA UNA EDUCACIÓN OMNILATERAL EN MARX Y ENGELS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Marco Antônio de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Ana Paula Aires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelo]]></surname>
<given-names><![CDATA[Mônica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá (UEM)  ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá (UEM)  ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá (UEM)  ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>49</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792022000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792022000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792022000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: As análises das contribuições de Karl Marx e de Friedrich Engels para a educação e para a formação politécnica é o objetivo proposto neste trabalho. Nesse sentido, é consensual, entre diferentes pesquisadores marxistas da área de trabalho e educação, que o conceito de uma formação politécnica foi delineado originalmente por Marx. Fundamentados nos postulados metodológicos marxianos, entendemos que a educação e o ensino não podem ser desvinculados do modo de produção que os forjou. Assim, com a finalidade de alcançar os objetivos propostos, o artigo analisa as razões que impedem a emancipação dos trabalhadores no âmbito das relações capitalistas, considerando, nesse processo, os projetos educacionais do século XIX e a atualidade do princípio entre ensino e trabalho na educação. Por fim, concluímos que, historicamente, a proposta de formação politécnica de educação, segundo o pensamento marxiano, pode contribuir para a formação de uma postura crítica diante das relações capitalistas. Diante disso, cabe constatar que a educação, por si só, não é responsável pela superação do capitalismo. No entanto, é impossível pensar a revolução sem ela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The analysis of the contributions of Karl Marx and Friedrich Engels to education and polytechnic training is the objective proposed in this work. There is a consensus among different Marxist researchers in the field of work and education that the concept of a polytechnic formation was originally delineated by Marx. Based on Marxian methodological postulates, we understand that education and teaching cannot be separated from the mode of production that forged them. In order to achieve the proposed objectives, the article analyzes the reasons that prevent the emancipation of workers under capitalist relations, considering in this process the educational projects of the nineteenth century and the actuality of the principle between teaching and work in education. Finally, it is concluded that, historically, the proposal of polytechnic education in education, according to Marxian thought, can contribute to the formation of a critical attitude towards capitalist relations. Education alone is not responsible for overcoming capitalism, however, it is impossible to think of revolution without it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Los análisis de las contribuciones de Karl Marx y Friedrich Engels para la educación y la formación politécnica es el objetivo propuesto en este trabajo. Existe un consenso entre los diferentes investigadores marxistas en el campo del trabajo y la educación de que el concepto de formación politécnica fue originalmente delineado por Marx. Fundamentados en los postulados metodológicos marxianos, entendemos que la educación y la enseñanza no pueden separarse del modo de producción que las forjó. Para lograr los objetivos propuestos, el artículo analiza las razones que impiden la emancipación de los trabajadores bajo las relaciones capitalistas, considerando en este proceso los proyectos educativos del siglo XIX y la actualidad del principio entre la enseñanza y el trabajo en la educación. Finalmente, se concluye que, históricamente, la propuesta de la educación politécnica en la educación, según el pensamiento marxiano, puede contribuir a la formación de una actitud crítica hacia las relaciones capitalistas. La educación por sí sola no es responsable de la superación del capitalismo, sin embargo, es imposible pensar en la revolución sin ella.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[formação omnilateral]]></kwd>
<kwd lng="pt"><![CDATA[marxismo]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[marxism]]></kwd>
<kwd lng="en"><![CDATA[omnilateral formation]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[formación omnilateral]]></kwd>
<kwd lng="es"><![CDATA[marxismo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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