<?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>2236-3459</journal-id>
<journal-title><![CDATA[História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Hist. Educ.]]></abbrev-journal-title>
<issn>2236-3459</issn>
<publisher>
<publisher-name><![CDATA[Associação Sul-Rio-Grandense de Pesquisadores em História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2236-34592024000100406</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/131850</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Pedagogia Freinet e a renovação educativa em Portugal (1920-1980)]]></article-title>
<article-title xml:lang="es"><![CDATA[La pedagogía Freinet y la renovación educativa en Portugal (1920-1980)]]></article-title>
<article-title xml:lang="en"><![CDATA[Freinet Pedagogy and Educational Renewal in Portugal (1920-1980)]]></article-title>
<article-title xml:lang="fr"><![CDATA[Pédagogie Freinet et renouvellement éducatif au Portugal (1920-1980)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pintassilgo]]></surname>
<given-names><![CDATA[Joaquim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mugnaini]]></surname>
<given-names><![CDATA[Mayra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação para a Ciência e a Tecnologia  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592024000100406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592024000100406&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592024000100406&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como principais objetivos refletir sobre a receção da Pedagogia Freinet em Portugal, entre os anos 20 e os anos 80 do século XX; analisar a forma como foi apropriada em diversos contextos de renovação pedagógica e avaliar o seu contributo para a construção de uma tradição pedagógica progressista. Começamos por dar conta da sua aparição no final do momento Educação Nova para, a seguir, destacar a sua importância no âmbito das experiências alternativas desenvolvidas a partir dos anos 50 e, finalmente, analisar a sua presença na trajetória do Movimento da Escola Moderna, criado em meados dos anos 60, em que manteve uma indiscutível centralidade até ao &#8220;deslocamento&#8221; teórico operado nos anos 80. A perspetiva adotada tem por base a História Cultural e recorre-se a fontes diversas, em particular artigos da imprensa pedagógica e um conjunto de obras de intelectuais portugueses do campo educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivos principales reflexionar sobre la recepción de la Pedagogía Freinet en Portugal, entre las décadas de 1920 y 1980; analizar cómo fue apropiada en diferentes contextos de renovación pedagógica y evaluar su contribución a la construcción de una tradición pedagógica progresista. Comenzamos describiendo su aparición al final del período de la escuela nueva; luego destacamos su importancia en el ámbito de las experiencias alternativas desarrolladas a partir de la década de 1950; y finalmente analizamos su presencia en la trayectoria del movimiento de la escuela moderna, creado a mediados de 1960, en la que mantuvo una centralidad indiscutible hasta el &#8220;desplazamiento&#8221; teórico operado en la década de 1980. la perspectiva adoptada se basa en la historia cultural y recorrimos a diferentes fuentes, en particular artículos de la prensa pedagógica y un conjunto de obras de intelectuales portugueses del campo de la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objectives of this article are to reflect on the reception of Freinet pedagogy in Portugal, between the 1920s and the 1980s, to analyse how it was appropriated in different contexts of pedagogical renewal and to evaluate its contribution to the construction of a progressive pedagogical tradition. We begin by describing its appearance at the end of the New Education period, then highlighting its importance within the scope of alternative experiences developed from the 1950s onwards, and finally analysing its presence in the trajectory of the Modern School Movement, created in the mid-1960s, in which it maintained an indisputable centrality until the theoretical &#8220;displacement&#8221; operated in the 1980s. The perspective adopted is based on Cultural History and uses various sources, in particular articles from the pedagogical press and a set of works by Portuguese intellectuals from the field of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les principaux objectifs de cet article sont de réfléchir sur la réception de la pédagogie Freinet au Portugal, entre les années 1920 et les années 1980, d'analyser comment elle a été appropriée dans différents contextes de renouveau pédagogique et d'évaluer sa contribution à la construction d'une tradition pédagogique progressiste. Nous commençons par nous intéresser à son apparition à la fin de la période de l'Éducation nouvelle, puis nous soulignons son importance dans le cadre des expériences alternatives développées à partir des années 1950, et enfin nous analysons sa présence dans la trajectoire du Mouvement de l'École moderne, créé au milieu des années 60, où il a conservé une centralité indiscutable jusqu'au « déplacement » théorique opéré dans les années 80. La perspective adoptée s'appuie sur l'Histoire culturelle et nous avons eu recours à différentes sources, notamment des articles de la presse pédagogique et un ensemble d'ouvrages d'intellectuels portugais dans le domaine de l'éducation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia Freinet]]></kwd>
<kwd lng="pt"><![CDATA[Educação Nova]]></kwd>
<kwd lng="pt"><![CDATA[Movimento da Escola Moderna]]></kwd>
<kwd lng="pt"><![CDATA[Renovação Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Apropriação]]></kwd>
<kwd lng="pt"><![CDATA[Tradição de Inovação]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía Freinet]]></kwd>
<kwd lng="es"><![CDATA[Escuela Nueva]]></kwd>
<kwd lng="es"><![CDATA[Movimiento de la Escuela Moderna]]></kwd>
<kwd lng="es"><![CDATA[Apropiación]]></kwd>
<kwd lng="es"><![CDATA[Tradición de innovación]]></kwd>
<kwd lng="en"><![CDATA[Freinet Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[New Education]]></kwd>
<kwd lng="en"><![CDATA[Modern School Movement]]></kwd>
<kwd lng="en"><![CDATA[Appropriation]]></kwd>
<kwd lng="en"><![CDATA[Tradition of innovation]]></kwd>
<kwd lng="fr"><![CDATA[Pédagogie Freinet]]></kwd>
<kwd lng="fr"><![CDATA[Éducation Nouvelle]]></kwd>
<kwd lng="fr"><![CDATA[Mouvement de l&#8217;École Moderne]]></kwd>
<kwd lng="fr"><![CDATA[Appropriation]]></kwd>
<kwd lng="fr"><![CDATA[Tradition d'innovation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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