<?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>S2236-34592024000100407</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/131892</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A psicologia nos manuais de didática, a didática dos manuais de psicologia: inovações pedagógicas na fronteira entre as disciplinas (Brasil, 1900-1960)]]></article-title>
<article-title xml:lang="es"><![CDATA[Psicología en los libros de texto de didáctica, didáctica en los libros de texto de psicología: innovaciones educativas en la frontera de las disciplinas (Brasil, 1900-1960)]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychology in textbooks, didactics in psychology textbooks: Educational innovations at the frontier of disciplines (Brazil, 1900-1960)]]></article-title>
<article-title xml:lang="fr"><![CDATA[La psychologie en manuels de didactique, la didactique en manuels de psychologie: innovations pédagogiques à la frontière des disciplines (Brésil, 1900-1960)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Vivian Batista da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Ana Laura Godinho]]></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[São Paulo SP]]></addr-line>
<country>Brasil</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=S2236-34592024000100407&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592024000100407&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592024000100407&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No intuito de compreender como as ideias de inovação pedagógica são dadas a ler aos professores, este artigo analisa manuais de Didática e Psicologia usados na Escola Normal entre 1900 e 1960. A pesquisa mapeia os autores desses livros, analisando também seus prefácios, sumários e conteúdos. Isso permite notar ideias e conceitos comuns aos manuais das diferentes disciplinas. Mesmo depois da divisão delas em matérias mais autônomas, nos anos 1930, a proximidade dos conteúdos permanece. Em alguns casos, os mesmos autores dedicam-se ao ensino e à escrita de manuais de Didática e de Psicologia; também é possível observar que certos temas, enunciados e autores de referência atravessam as suas fronteiras, em especial aqueles relacionados ao movimento da Escola Nova. Nota-se uma certa primazia da Psicologia sobre a Didática e outras áreas afins nos programas da Escola Normal, como foi o caso da Pedagogia, da Metodologia e da Prática de Ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Para comprender cómo las ideas de innovación pedagógica se ponen a disposición de los docentes, este artículo analiza los manuales de Didáctica y Psicología utilizados en la Escola Normal entre 1900 y 1960. La investigación mapea a los autores de estos libros, analizando también sus prefacios, resúmenes y contenidos. La separación entre estas asignaturas no estuvo siempre delimitada en los planes de estudio. Incluso después de su división en disciplinas autónomas en los años 30, las fronteras permanecieron permeables. En algunos casos, los mismos autores se dedicaron a la escritura de manuales de Didáctica y Psicología. Ciertos temas, enunciados y autores de referencia cruzaron sus fronteras, especialmente aquellos relacionados con la Escuela Nueva. Se nota una cierta supremacía de la Psicología sobre la Didáctica y otras áreas afines en los programas de la Escuela Normal, como fue el caso de la Pedagogía, la Metodología y la Práctica de la Enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In order to understand how ideas of pedagogical innovation are made available to teachers, this article analyzes Didactics and Psychology manuals used in Normal Schools between 1900 and 1960. The research maps the authors of these books, also analyzing their prefaces, summaries and contents. Within the perspective of pedagogical disciplines history, it aims at highlighting that the separation of those subjects has not always been marked in the syllabuses. Even after they became autonomous subjects, in the 1930s, the borders remained porous. In some cases, the same authors have written Didactics and Psychology manuals. It was also possible to observe that certain themes, statements and reference authors crossed their discipline boundaries, especially those related to New School movement. It is noted that there is a certain prevalence of Psychology over Didactics and other areas in Normal School programs, as it happened to Pedagogy, Methodology and Teaching Practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Afin de comprendre comment les idées d'innovation pédagogique sont mises à la disposition des enseignants, cet article analyse les manuels de didactique et de psychologie utilisés à l'École Normale entre 1900 et 1960. La recherche cartographie les auteurs de ces livres, analysant également leurs préfaces, résumés et contenus. La séparation entre ces disciplines n'a pas toujours été délimitée dans le cours. Même après leur division en disciplines plus autonomes dans les années 1930, les frontières sont restées poreuses. Dans certains cas, les mêmes auteurs se sont consacrés à la rédaction de manuels de didactique et de psychologie. Certains thèmes, mots et auteurs de référence traversaient leur frontières, notamment ceux liés au mouvement de l'École Nouvelle. Il y a une certaine primauté de la psychologie sur la didactique et d'autres domaines connexes dans les programmes des écoles normales, comme c'était le cas pour la pédagogie, la méthodologie et la pratique pédagogique.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[manuais de ensino]]></kwd>
<kwd lng="pt"><![CDATA[discursos pedagógicos]]></kwd>
<kwd lng="pt"><![CDATA[Escola Normal]]></kwd>
<kwd lng="es"><![CDATA[manuales de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[discursos pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[Escuela Normal]]></kwd>
<kwd lng="en"><![CDATA[teaching manuals]]></kwd>
<kwd lng="en"><![CDATA[pedagogical discourses]]></kwd>
<kwd lng="en"><![CDATA[Normal Schools]]></kwd>
<kwd lng="fr"><![CDATA[connaissances pédagogiques]]></kwd>
<kwd lng="fr"><![CDATA[Disciplines de l'École Normale]]></kwd>
<kwd lng="fr"><![CDATA[frontières de la didactique et de la psychologie]]></kwd>
<kwd lng="fr"><![CDATA[nouveautés pédagogiques]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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