<?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>2238-0094</journal-id>
<journal-title><![CDATA[Revista Brasileira de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Hist. Educ]]></abbrev-journal-title>
<issn>2238-0094</issn>
<publisher>
<publisher-name><![CDATA[Sociedade Brasileira de História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-00942013000300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Usos da história na formação de pessoas: as experiências do Marquês de Condorcet (1743-1794) e de Immanuel Kant (1724-1804)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Itamar]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>13</volume>
<numero>03</numero>
<fpage>117</fpage>
<lpage>146</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-00942013000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-00942013000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-00942013000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo examina a posição de dois pensadores da ilustração - Immanuel Kant (1724/1804) e Marie Jean Antoine Nicolas de Caritat (1743/1794) - e se propõe a responder à seguinte questão: se não se nasce pessoa, mas torna-se pessoa, qual o lugar da história na formação dos humanos no período anterior à referida autonomização da disciplina escolar? Aqui são examinados os textos por eles produzidos entre 1791 e 1803 que anunciam as visões de homem, vida, filosofia da história, história empírica e educação humana, com o objetivo de discutir a presença da história como saber ensinável no século XVIII, contribuindo para o conhecimento dos usos da história na formação de pessoas numa perspectiva de longa duração.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article analyzes the approach of two philosophers of the Enlightenment: Immanuel Kant (1724/1804) and Marie Jean Antoine Nicolas de Caritat (1743/1794). The main question of this paper is: If one is not born a person, but becomes a person, what is the place of history in human education before the autonomy of school discipline? We examine the texts produced the two thinkers between 1791 and 1803, which announce the visions on man, life, philosophy of history, empirical history, and human education with the purpose of discussing the presence of history as teachable knowledge in the eighteenth century. The text also aims to contribute to the knowledge of the uses of history in human formation in a long term perspective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este artículo examina la posición de dos pensadores de la ilustración - Immanuel Kant (1724/1804) e Marie Jean Antoine Nicolás de Caritat (1743/1794) - y se propone responder la siguiente cuestión: si no se nace persona pero se vuelve persona, ¿cuál es el lugar de la historia en la formación de los humanos en el período anterior a la referida autonomía de la disciplina escolar? Aquí se examinan los textos producidos por ellos entre 1791 y 1803 que anuncian las visiones de hombre, vida, filosofía de la historia, historia empírica y educación humana con el objetivo de discutir la presencia de la historia como saber que podía ser enseñado en el siglo XVIII contribuyendo al conocimiento de los usos de la historia en la formación de personas en una perspectiva de larga duración.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Usos da História]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[Condorcet]]></kwd>
<kwd lng="pt"><![CDATA[Kant]]></kwd>
<kwd lng="pt"><![CDATA[Século XVIII]]></kwd>
<kwd lng="en"><![CDATA[Uses of History]]></kwd>
<kwd lng="en"><![CDATA[Teaching History]]></kwd>
<kwd lng="en"><![CDATA[Condorcet]]></kwd>
<kwd lng="en"><![CDATA[Kant]]></kwd>
<kwd lng="en"><![CDATA[The Eighteenth Century]]></kwd>
<kwd lng="es"><![CDATA[Usos de la Historia]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Historia]]></kwd>
<kwd lng="es"><![CDATA[Condorcet]]></kwd>
<kwd lng="es"><![CDATA[Kant]]></kwd>
<kwd lng="es"><![CDATA[Século XVIII]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Usos  da hist&oacute;ria na forma&ccedil;&atilde;o de pessoas: as experi&ecirc;ncias do Marqu&ecirc;s de Condorcet  (1743-1794) e de Immanuel Kant (1724-1804).</h2> <h3>Uses of History in education: the experiences of the  Marquis de Condorcet (1743&#8209;1794) and Immanuel Kant (1724-1804).</h3> <h3>Usos  de la historia en la formaci&oacute;n de personas: las experiencias del Marqu&ecirc;s de Condorcet  (1743-1794) e de Immanuel Kant (1724-1804).</h3>     <p>&nbsp;</p> <h4>Itamar  Freitas</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Teoria & Educação]]></source>
<year></year>
<numero>2</numero>
<issue>2</issue>
<page-range>177-254</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
