<?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 Educ.]]></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>S2178-52012019000100117</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v41i1.46791</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O exercício da lectio na tradição medieval - Lecturis salutem]]></article-title>
<article-title xml:lang="es"><![CDATA[El ejercicio de la lectio en la tradición medieval - Lecturis salutem]]></article-title>
<article-title xml:lang="en"><![CDATA[The Practice of lectio in the Medieval tradition Lecturis salutem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martines]]></surname>
<given-names><![CDATA[Paulo Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá Centro de Ciências Humanas Letras e Artes Departamento de Filosofia]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012019000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012019000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012019000100117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO.  O tema deste artigo se refere à prática da leitura de textos, no âmbito da universidade medieval, particularmente ao ensino cultivado por mestres e alunos segundo normas pedagógicas institucionalizadas. O exercício da leitura foi uma preocupação constante entre os mestres do período medieval, algo consignado, seja nas advertências daquelas leituras que não edificam a formação do caráter do cristão, por cultuarem tão somente a eloquência e não a virtude da sabedoria (Isidoro de Sevilha), seja pela importância dada ao saber ler e aos modos pelos quais devemos ler determinado texto (Hugo de São Vítor), a fim de formar um &#8216;leitor cuidadoso&#8217; (Abelardo) e preparado para enfrentar os grandes temas da filosofia, como aqueles oferecidos nas escolas do século XII, ou na futura universidade do século XIII. Essa universidade é organizada como uma corporação de ofício e é inseparável daquilo que, na esfera da cultura da época, se denomina como &#8216;escolástica&#8217;, cujo ensino magistral é o elemento irradiador e foco dos estudos universitários. Veremos, neste artigo, como se consubstancia o exercício da leitura, na tradição medieval, presente no método preconizado pelos autores da &#8216;escolástica&#8217; e, em particular, destacaremos o comentário de Tomás de Aquino ao tratado Sobre a Trindade, de Boécio, no tocante ao tema da classificação do saber teórico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El tema de este artículo se refiere a la práctica de la lectura de textos, en el ámbito de la universidad medieval, particularmente a la enseñanza cultivada por maestros y alumnos según normas pedagógicas institucionalizadas. El ejercicio de la lectura fue una preocupación constante entre los maestros del período medieval, algo consignado, sea en las advertencias de aquellas lecturas que no edifican la formación del carácter del cristiano, por adorar tan sólo la elocuencia y no la virtud de la sabiduría (Isidoro de Sevilla) , por la importancia dada al saber leer y los modos por los cuales debemos leer determinado texto (Hugo de San Vítor), a fin de formar un &#8216;lector cuidadoso&#8217; (Abelardo) y preparado para enfrentar los grandes temas de la filosofía, como aquellos ofrecidos en las escuelas del siglo XII, o en la futura universidad del siglo XIII. Esta universidad es organizada como una corporación de oficio y es inseparable de lo que, en la esfera de la cultura de la época, se denomina como &#8216;escolástica&#8217;, cuya enseñanza magistral es el elemento irradiador y foco de los estudios universitarios. En este artículo, veremos cómo se consubstancia el ejercicio de la lectura, en la tradición medieval, presente en el método preconizado por los autores de la &#8216;escolástica&#8217; y, en particular, destacaremos el comentario de Tomás de Aquino al tratado sobre la Trinidad, de Boecio, en lo tocante al tema de la clasificación del saber teórico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Current paper deals with the practice of reading texts within the framework of the medieval university, particularly in the teaching cultivated by masters and students according to institutionalized pedagogical norms. Reading was a constant concern among the masters of the medieval period. This fact was revealed either in the warnings on readings that fail to build the Christian character because they worship only eloquence and not the virtue of wisdom (Isidore of Seville), or in the importance given to reading and the ways in which we should read certain texts (Hugh of Saint Victor) to train &#8216;the careful reader&#8217; (Abelard) and prepare him to face the great themes of Philosophy provided in the schools of the twelfth century and in the future universities of the thirteenth century. The university is organized as a corporation and it is inseparable from what, within the sphere of the culture of the time, is called &#8216;Scholasticism&#8217;, with the masters´ teaching as the radiating element and focus of university studies. Current paper demonstrates how the practice of reading in the medieval tradition, present in the method recommended by the authors of &#8216;Scholasticism&#8217;, is met. In particular, Thomas Aquinas&#8217; comments on Boethius&#8217; treatise On the Trinity, regarding the classification of theoretical knowledge, will be highlighted.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[ética]]></kwd>
<kwd lng="pt"><![CDATA[universidade medieval]]></kwd>
<kwd lng="pt"><![CDATA[escolástica]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[ética]]></kwd>
<kwd lng="es"><![CDATA[universidad medieval]]></kwd>
<kwd lng="es"><![CDATA[escolástica]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[ethics]]></kwd>
<kwd lng="en"><![CDATA[medieval university]]></kwd>
<kwd lng="en"><![CDATA[scholasticism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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