<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012017000200119</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v39i2.28676</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Da experiência numa escola nova à educação com crianças &#8216;anormais&#8217;: Faria de Vasconcelos (1880-1939) no contexto do ensino especial]]></article-title>
<article-title xml:lang="en"><![CDATA[The experience at a new school education with abnormal children: Farias de Vasconcelos (1880-1939) in the context of special education]]></article-title>
<article-title xml:lang="es"><![CDATA[De la experiencia en una escuela nueva a la educación con niños &#8216;anormales&#8217;: Faria de Vasconcelos (1880-1939) en el contexto de la enseñanza especial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Ernesto Candeias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Castelo Branco  ]]></institution>
<addr-line><![CDATA[Castelo Branco ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>2</numero>
<fpage>119</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012017000200119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012017000200119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012017000200119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Abordamos o escola novista Faria de Vasconcelos, no &#226;mbito da pedagogia moderna, da experi&#234;ncia na escola de Bi&#233;rges (B&#233;lgica) e da educa&#231;&#227;o especial, com crian&#231;as anormais escolares. Com uma an&#225;lise hermen&#234;utica e hist&#243;rico-descritiva, sobre o seu pensamento e a&#231;&#227;o pedag&#243;gica, pretendemos como objetivos: aprofundar a sua experi&#234;ncia em Bi&#233;rges, integrada na Escola Nova, que envolvia os alunos para a inclus&#227;o, o poder de iniciativa, a observa&#231;&#227;o, a experimenta&#231;&#227;o e a cultura integral, ligando pensamento-a&#231;&#227;o; analisar os contributos dados &#224; educa&#231;&#227;o das crian&#231;as &#8216;anormais pedag&#243;gicas&#8217; e &#224;s escolas, desde a reeduca&#231;&#227;o mental e pedag&#243;gica. O marco te&#243;rico de an&#225;lise assenta nas obras de Vasconcelos. O ensino partia sempre da aplica&#231;&#227;o pr&#225;tica, da aprendizagem por indaga&#231;&#227;o, resolu&#231;&#227;o de problemas e no trabalhar &#8216;fazendo&#8217;, desenvolvendo as dimens&#245;es b&#225;sicas da crian&#231;a: f&#237;sica, intelectual, moral e a coopera&#231;&#227;o c&#237;vica. A aten&#231;&#227;o especial dedicada aos &#8216;anormais&#8217; que, na &#233;poca n&#227;o tinham escolas especiais, foi um contributo enorme &#224; educa&#231;&#227;o especial, realizando exames psicopedag&#243;gicos, diagn&#243;sticos e interven&#231;&#245;es, que davam uma orienta&#231;&#227;o &#250;til &#224;s escolas e professores. Muito do que fez o nosso escolanovista estimulou escolas na &#233;poca e a forma&#231;&#227;o de cidad&#227;os livres, produtivos, com uma cultura geral e forma&#231;&#227;o profissional. As propostas de Vasconcelos enquadram-seem algumas diretrizes da educa&#231;&#227;o especial e apoio psicopedag&#243;gico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT We approach the escolanovista Faria de Vasconcelos, in the context of modern pedagogy, the experience - School of Bi&#233;rges (Belgium) and the special education with school abnormal children. Using hermeneutic and historical-descriptive analysis on his pedagogical thought and action, the goals of this study are: deepen the experience with Bi&#233;rges, integrated into the ideals of the new school, which involved students for inclusion, the power of initiative, the observation, experimentation and integral culture, associating thought-action; analyze of the contributions to the education of abnormal pedagogical children and to schools, from mental and pedagogical reeducation. The theoretical framework of analysis is based on the works of Vasconcelos. Teaching always included the practical application, the learning by inquiry, problem solving and the working doing, developing the basic dimensions of the child: physical, intellectual, moral and civic cooperation. The special attention given to abnormal, which at the time had no special school, was a huge contribution to special education, conducting psych pedagogical examinations, diagnostics and interventions, which provided a useful guidance to schools and teachers. Much of what the escolanovista made has encouraged schools at that time and formed free, productive, citizens with a general culture and professional formation. The proposals of Vasconcelos fit some guidelines of special education and psychological support. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Abordamos al escolanovista Faria de Vasconcelos, en el &#225;mbito de la pedagog&#237;a moderna, de la experiencia en la escuela de Bi&#233;rges (B&#233;lgica) y de la educaci&#243;n especial con ni&#241;os anormales escolares. Con un an&#225;lisis hermen&#233;utico e hist&#243;rico-descriptivo sobre su pensamiento y acci&#243;n pedag&#243;gicos, pretendemos como objetivos: profundizar su experiencia en Bi&#233;rges, integrada en la Escuela Nueva, que involucraba a los alumnos para la inclusi&#243;n, poder de iniciativa, observaci&#243;n, experimentaci&#243;n y cultura integral, conectando pensamiento-acci&#243;n; analizar los contribuciones dadas a la educaci&#243;n de los ni&#241;os &#8216;anormales pedag&#243;gicos&#8217; y a las escuelas, desde reeducaci&#243;n mental y pedag&#243;gica. El marco te&#243;rico de an&#225;lisis se basa en las obras de Vasconcelos. La ense&#241;anza part&#237;a siempre de la aplicaci&#243;n pr&#225;ctica, del aprendizaje por indagaci&#243;n, resoluci&#243;n de problemas y en el trabajar &#8216;haciendo&#8217;, desarrollando las dimensiones b&#225;sicas del ni&#241;o: f&#237;sica, intelectual, moral y la cooperaci&#243;n c&#237;vica. La atenci&#243;n especial dedicada a los &#8216;anormales&#8217; que, en la &#233;poca no ten&#237;an escuelas especiales, fue una contribuci&#243;n importante a la educaci&#243;n especial, realizando ex&#225;menes psicopedag&#243;gicos, diagn&#243;sticos e intervenciones, que daban una orientaci&#243;n &#250;til a las escuelas y los profesores. Mucho de lo que hizo nuestro escolanovista estimul&#243; escuelas en la &#233;poca y la formaci&#243;n de ciudadanos libres, productivos, con una cultura general y formaci&#243;n profesional. Las propuestas de Vasconcelos se encajan en algunas directrices de la educaci&#243;n especial y el apoyo psicopedag&#243;gico. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola Nova]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Integral]]></kwd>
<kwd lng="pt"><![CDATA[Anormais Escolares]]></kwd>
<kwd lng="en"><![CDATA[New School]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Integral Education]]></kwd>
<kwd lng="en"><![CDATA[Abnormal Scholars]]></kwd>
<kwd lng="es"><![CDATA[Escuela Nueva]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Educación Integral]]></kwd>
<kwd lng="es"><![CDATA[Anormales Escolares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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