<?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>S2178-52012017000200163</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v39i2.32688</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Do encontro da saúde com a educação: o escolanovismo e seus desdobramentos em debate]]></article-title>
<article-title xml:lang="en"><![CDATA[On the encounter of health with education: Thenew school and its developments in discussion]]></article-title>
<article-title xml:lang="es"><![CDATA[El encuentro de la salud con la educación: el escolanovismo y sus desdoblamientos em debate]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquino]]></surname>
<given-names><![CDATA[Julio Groppa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rito]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[SP SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[SP SP]]></addr-line>
<country>Brazil</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>163</fpage>
<lpage>173</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012017000200163&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012017000200163&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012017000200163&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A presente investiga&#231;&#227;o, apoiada em no&#231;&#245;es foucaultianas, tem como objetivo analisar os jogos discursivos sediados no encontro entre os campos da sa&#250;de e da pedagogia brasileiras a partir dos anos 1920, encontro este protagonizado, sobretudo, pelo escolanovismo. Para tanto, foram analisadas, no primeiro momento, algumas obras da cole&#231;&#227;o Bibliotheca de Educa&#231;&#227;o a cargo de autores-chave do Movimento da Escola Nova, nas quais avulta o primado de que a cogni&#231;&#227;o estaria subordinada a processos pertinentes &#224; fisiologia cerebral. No segundo momento, procedeu-se &#224; sondagem, num conjunto de peri&#243;dicos educacionais contempor&#226;neos, de estudos dedicados a criticar os vieses higienistas, ideol&#243;gicos ou normativos supostamente inerentes ao escolanovismo, cujas an&#225;lises mostraram-se cativas de uma abordagem denunciadora das rela&#231;&#245;es de poder-saber ali vigentes, tendo estas, segundo os autores recenseados, gerado indefect&#237;veis efeitos patologizantes &#224;s pr&#225;ticas escolares. &#192; guisa de conclus&#227;o, aventouse um giro anal&#237;tico capaz de p&#244;r em xeque abordagens apoiadas nas no&#231;&#245;es aprior&#237;sticas de desenvolvimento, esclarecimento e representa&#231;&#227;o, em favor de reflex&#245;es voltadas ao jogo ininterrupto entre processos de subjetiva&#231;&#227;o e pol&#237;ticas de veridic&#231;&#227;o que demarcam a atualidade educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Based on Foucauldian ideas, the present studyaimed at analyzing the discursive games established on the encounter between health and Brazilian pedagogy from the 1920s - encounter which was featured by escolanovismo. Therefore, we analyzed, at first, some books from the Bibliotheca de Educa&#231;&#227;o collection, carried out by key authors of the Movimento Escola Nova (New School Movement), in which emerges the primacy of that cognition would be subjected to pertinent procedures to brain physiology. In a second moment, we investigated academic papers in a set of contemporary educational journals dedicated to criticise hygienists, ideological or normative biases supposedly inherent to the New School, whose analyses have proved captive of a denunciatory approach to the relations of powerknowledge in force; these relations, according to the examined authors, generated unfailing pathologizing effects to school practices. As a conclusion, we suggested an analytical turning able to put into question approaches based on a priori notions, such as development, enlightenment and representation in favor of reflections focused on the uninterrupted game between subjective processes and veridiction policies that outline the current educational field.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La presente investigaci&#243;n, apoyada en nociones foucaultianas, tiene como objetivo analizar los juegos discursivos presentes en el encuentro entre los campos de la salud y de la pedagog&#237;a brasile&#241;as a partir de los a&#241;os 1920, encuentro protagonizado, sobre todo, por el escolanovismo. Para tanto, fueron analizadas, en el primer momento, algunas obras de la colecci&#243;n Bibliotheca de Educa&#231;&#227;o a cargo de autores-clave del Movimiento de la Escuela Nueva, en las cuales intensifica lo primado de que la cognici&#243;n estar&#237;a subordinada a procesos pertinentes a la fisiolog&#237;a cerebral. En el segundo momento, se procedi&#243; al sondeo, en un conjunto de peri&#243;dicos educacionales contempor&#225;neos, de estudios dedicados a criticar los sesgos higienistas, ideol&#243;gicos o normativos supuestamente inherentes al escolanovismo, cuyos an&#225;lisis se mostraron cautivos de un abordaje denunciador de las relaciones de poder-saber all&#237; vigentes, teniendo estas, seg&#250;n los autores censados, generado indefectibles efectos patologizantes a las pr&#225;cticas escolares. A modo de conclusi&#243;n, se expuso un giro anal&#237;tico capaz de poner en jaque abordajes apoyados en las nociones aprior&#237;sticas de desarrollo, esclarecimiento y representaci&#243;n, en favor de reflexiones dirigidas al juego ininterrumpido entre procesos de subjetivaci&#243;n y pol&#237;ticas de verificaci&#243;n que demarcan la actualidad educacional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola Nova]]></kwd>
<kwd lng="pt"><![CDATA[Bibliotheca de Educação]]></kwd>
<kwd lng="pt"><![CDATA[Michel Foucault]]></kwd>
<kwd lng="en"><![CDATA[New School]]></kwd>
<kwd lng="en"><![CDATA[Bibliotheca de Educação]]></kwd>
<kwd lng="en"><![CDATA[Michel Foucault]]></kwd>
<kwd lng="es"><![CDATA[Escuela Nueva]]></kwd>
<kwd lng="es"><![CDATA[Bibliotheca de Educação]]></kwd>
<kwd lng="es"><![CDATA[Michel Foucault]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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