<?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>S2178-52012021000100105</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v43i1.49921</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Pedagogical theories and the process of internalization of moral values]]></article-title>
<article-title xml:lang="pt"><![CDATA[Teorias pedagógicas e o processo de internalização dos valores morais]]></article-title>
<article-title xml:lang="es"><![CDATA[Teorías pedagógicas y el proceso de internalización de valores morales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Juliana Santos Monteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feldens]]></surname>
<given-names><![CDATA[Dinamara Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></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=S2178-52012021000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012021000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012021000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The present article proposes to reflect on the process of internalization of moral values as the primary objective of Education, through historical and philosophical sources, analyzing, for this, theoretical frameworks of Pedagogy, such as: Comenius, Pestalozzi, Herbart and Durkheim. Our methodology was based on the bibliographic and authorial writings of these theorists and we try to question the logic established in pedagogical discourses, starting from the critic of moral values formulated by Friedrich Nietzsche, emphasizing aspects present in the referred theories and their reverberations in singularities and collectivities. The process of internalizing moral values had as its priority making education an instrument for the ordering of subjects, making it useful to the interests of state culture. It is understood that subjectivities are constituted inside and outside for the moral field and that the same is not alien or should be non-existent in school. However, it has been attempted to demonstrate in this article, how the moral field has been reduced to a process of disciplining and ordering, according to pre-determined models, virtues and values, which shows the limited pedagogical perspective in the vision of the moral field, which from its conception responds to interests and prioritizes the maintenance of the status quo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O presente artigo propõe refletir acerca do processo de internalização dos valores morais como objetivo primário da Educação, através de fontes históricas e filosóficas, analisando, para isso, marcos teóricos da Pedagogia, tais como: Comenius, Pestalozzi, Herbart e Durkheim. Nossa metodologia baseou-se nos escritos bibliográficos e autorais destes teóricos buscando problematizar as lógicas instauradas nos discursos pedagógicos, a partir da crítica aos valores morais formulada por Friedrich Nietzsche, ressaltando aspectos presentes nas teorias referidas e suas reverberações nas singularidades e coletividades. O processo de internalização dos valores morais teve como prioridade fazer da educação, o pilar fundamental para o ordenamento dos sujeitos, tornando-a útil aos interesses da cultura do Estado. Entende-se que as subjetividades estão constituídas dentro e fora pelo campo moral e que o mesmo não está alheio ou deve ser inexistente na escola. Tentou-se neste breve artigo, demonstrar porém, como o campo moral vem sendo reduzido a um processo de disciplinamento e ordenamento, de acordo com modelos, virtudes e valores pré-determinados, o que evidencia a limitada perspectiva pedagógica na visão do campo moral, que desde sua concepção responde a interesses e prioriza a manutenção do status quo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo propone reflexionar sobre el proceso de internalización de los valores morales como el objetivo principal de la educación, a través de fuentes históricas y filosóficas, analizando, para ello, los marcos teóricos de la pedagogía, tales como: Comenius, Pestalozzi, Herbart y Durkheim. Nuestra metodología se basó en los escritos bibliográficos y de autor de estos teóricos, buscando problematizar las lógicas establecidas en los discursos pedagógicos, basados en la crítica de los valores morales formulados por Friedrich Nietzsche, destacando aspectos presentes en las teorías mencionadas y sus reverberaciones en las singularidades y colectividades. El proceso de internalización de los valores morales tenía como prioridad hacer de la educación, el pilar fundamental para la organización de las asignaturas, lo que la hacía útil para los intereses de la cultura del Estado. Se entiende que las subjetividades están constituidas dentro y fuera del campo moral y que no es ajeno o debe ser inexistente en la escuela. Este breve artículo trató de demostrar, sin embargo, cómo el campo moral se ha reducido a un proceso de disciplina y orden, de acuerdo con modelos, virtudes y valores predeterminados, que muestra la perspectiva pedagógica limitada en la vista del campo moral. que desde su concepción responde a intereses y prioriza el mantenimiento del status quo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[education theorists]]></kwd>
<kwd lng="en"><![CDATA[moral education]]></kwd>
<kwd lng="en"><![CDATA[state culture]]></kwd>
<kwd lng="en"><![CDATA[western rationalism]]></kwd>
<kwd lng="pt"><![CDATA[teóricos da educação]]></kwd>
<kwd lng="pt"><![CDATA[educação moral]]></kwd>
<kwd lng="pt"><![CDATA[cultura do estado]]></kwd>
<kwd lng="pt"><![CDATA[racionalismo ocidental]]></kwd>
<kwd lng="es"><![CDATA[teóricos de la educación]]></kwd>
<kwd lng="es"><![CDATA[educación moral]]></kwd>
<kwd lng="es"><![CDATA[cultura del estado]]></kwd>
<kwd lng="es"><![CDATA[racionalismo occidental]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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