<?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>S2178-52012021000100104</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v43i1.48852</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O clássico e os valores universais: uma discussão a partir dos fundamentos da pedagogia histórico-crítica]]></article-title>
<article-title xml:lang="es"><![CDATA[El clásico y los valores universales: una discusión desde los fundamentos de la pedagogía histórico-crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[The classic and universal values: a discussion from the foundations of historical-critical pedagogy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Carolina Góis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Newton]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221; Faculdade de Ciências e Letras ]]></institution>
<addr-line><![CDATA[Araraquara São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>43</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012021000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012021000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012021000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo tem por objetivo desenvolver relações entre o conceito de clássico, tal como postulado pela pedagogia histórico-crítica e a constituição dos valores universais. Com o intuito de alcançar este fim, o texto está divido em três momentos. Em um primeiro momento abordamos a contraposição existente entre a concepção de conhecimento presente na pedagogia histórico-crítica e a concepção de conhecimento hegemônica. Em um segundo momento, apoiando-nos nas obras de Karl Marx (1818-1883) e Friedrich Engels (1820-1895), em produções de György Lukács (1885-1971) e de autores próximos ao seu pensamento, como são os casos de Agnes Heller (1929-2019) e György Márkus (1934-2016), buscamos estabelecer as relações entre a construção dos valores universais e o clássico. E, por fim, em um terceiro momento, analisamos o trabalho educativo como um processo situado no âmbito da educação escolar e que se vincula à preservação dos valores universais condensados nos conhecimentos clássicos. Verificamos que a compreensão do clássico a partir da constituição dos valores universais é fundamental para entendermos a conformação deste como um produto da atividade humana. Os valores condensados nos conhecimentos clássicos, para além de sua vinculação sócio-histórica, transcendem em direção à universalidade. A compreensão adequada desse processo nos permite a necessária superação da antinomia entre dogmatismo e relativismo, condição fundamental para o entendimento do conceito de clássico conforme postulado pela pedagogia histórico-crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo pretende desarrollar relaciones entre el concepto de lo clásico, como postula la pedagogía histórico-crítica y la constitución de los valores universales. Para lograr este fin, el texto se dividió en tres momentos. En un primer momento, abordamos el contraste entre la concepción del conocimiento presente en la pedagogía histórico-crítica y la concepción hegemónica de el conocimiento. En segundo lugar, basado en las obras de Karl Marx (1818-1883) y Friedrich Engels (1820-1895), producciones de György Lukács (1885-1971) y autores cercanos a su pensamiento, como son los casos de Agnes Heller (1929-2019) y György Márkus (1934-2016), buscamos establecer la relación entre la construcción de los valores universales y el clásico. Y finalmente, en un tercer momento, analizamos el trabajo educativo como un proceso ubicado dentro del ámbito de la educación escolar y que está vinculado a la preservación de los valores universales condensados en los conocimientos clásicos. Comprobamos que la comprensión de lo clásico a partir de la constitución de valores universales es fundamental para entender su conformación como producto de la actividad humana. Los valores condensados en los conocimientos clásicos, más allá de su apego sociohistórico, trascienden hacia la universalidad. La comprensión adecuada de este proceso nos permite superar la antinomia entre dogmatismo y relativismo, una condición fundamental para entender este concepto como lo postula la pedagogía histórico-crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This paper aims to develop relationships between the concept of classic, as postulated by historical-critical pedagogy and the constitution of universal values. In order to achieve this goal, the text is divided in three parts. Firstly, we discuss the counterpoint between the conception of knowledge present in historical-critical pedagogy and the conception of hegemonic knowledge. Secondly, based on the works of Karl Marx (1818-1883) and Friedrich Engels (1820-1895), productions by György Lukács (1885-1971) and authors close to his thinking, such as Agnes Heller (1929-2019) and György Márkus (1934-2016), we seek to establish the relations between the construction of universal values and the classic. Lastly, in the third part, we analyze educational work as a process situated in the scope of school education and linked to the preservation of universal values condensed in classic knowledge. We observed that the understanding of the classic based on the constitution of universal values is fundamental to an understanding of its conformation as a product of human activity. The values condensed in classic knowledge, beyond the social-historical link, transcend towards universality. The adequate comprehension of this process allows us to overcome the antinomy between dogmatism and relativism, a fundamental condition to understanding the concept of classic as postulated by historical-critical pedagogy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[clássico]]></kwd>
<kwd lng="pt"><![CDATA[educação escolar]]></kwd>
<kwd lng="pt"><![CDATA[marxismo]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia histórico-crítica]]></kwd>
<kwd lng="es"><![CDATA[clásico]]></kwd>
<kwd lng="es"><![CDATA[educación escolar]]></kwd>
<kwd lng="es"><![CDATA[marxismo]]></kwd>
<kwd lng="es"><![CDATA[pedagogía histórico-crítica]]></kwd>
<kwd lng="en"><![CDATA[classic]]></kwd>
<kwd lng="en"><![CDATA[school education]]></kwd>
<kwd lng="en"><![CDATA[Marxism]]></kwd>
<kwd lng="en"><![CDATA[historical-critical pedagogy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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