<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762023000100334</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2023v21e55882</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Confluência da escola unitária com a pedagogia histórico-crítica:]]></article-title>
<article-title xml:lang="en"><![CDATA[Confluence of the unitary school with the historical-critical pedagogy:]]></article-title>
<article-title xml:lang="es"><![CDATA[Confluencia de la escuela unitaria con la pedagogía histórico-crítica:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mori]]></surname>
<given-names><![CDATA[Juliana Sampaio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Heloisa Helena Oliveira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Rafael Fernando da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Rede Municipal de Ensino de Hortolândia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Rede Municipal de Ensino de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762023000100334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762023000100334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762023000100334&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo busca identificar a confluência da concepção de escola de Gramsci com a pedagogia histórico-crítica de Saviani, sendo ambas de base filosófica marxista, destacando a importância de se pensar a educação para a transformação social. Apresentamos as contribuições de Gramsci na área da educação, em específico a formulação do conceito de escola unitária e a importância do professor dentro dessa perspectiva. Embora exista a identificação de uma inspiração da escola unitária gramsciana na concepção da pedagogia histórico-crítica, Saviani teve contato com as ideias de Gramsci apenas ao longo do percurso de elaboração de sua teoria pedagógica, a qual ainda se encontra em processo de desenvolvimento, com ênfase em uma construção coletiva. Os resultados apontam para a importância de se pensar uma educação que promova a superação da desigualdade social e a valorização dos profissionais da educação. A teoria de Saviani, nesse sentido, tem o mérito de proporcionar uma visão crítica da educação, com uma vertente emancipadora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article seeks to identify the confluence of the school conception of Gramsci with the historical-critical pedagogy of Saviani, while both have a Marxist philosophical base, highlighting the importance of thinking about education for social transformation. We present the contributions of Gramsci in the educational area, in particular the formulation of the unitary school concept and the importance of the teacher within this perspective. Although there is the identification of an inspiration from the Gramscian unitary school in the conception of historical-critical pedagogy, Saviani had contact with Gramsci ideas only along the elaboration path of his pedagogical theory, which is still in the development process, with emphasis on a collective construction. Results point to the importance of thinking about an education that promotes the overcoming of social inequality and the recognition of education professionals. Saviani theory, in this sense, has the merit of providing a critical view of education, with an emancipatory aspect.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo busca identificar la confluencia de la concepción de escuela de Gramsci con la pedagogía histórico-crítica de Saviani, siendo ambas de base filosófica marxista, destacando la importancia de pensar la educación para la transformación social. Presentamos las contribuciones de Gramsci en el área de la educación, en particular la formulación del concepto de escuela unitaria y la importancia del maestro dentro de esta perspectiva. Aunque exista la identificación de una inspiración de la escuela unitaria gramsciana en la concepción de la pedagogía histórico-crítica, Saviani tuvo contacto con las ideas de Gramsci solo a lo largo de la ruta de elaboración de su teoría pedagógica, que aún está en proceso de desarrollo, con énfasis en una construcción colectiva. Los resultados apuntan a la importancia de pensar en una educación que promueva la superación de la desigualdad social y la valorización de los profesionales de la educación. La teoría de Saviani, en este sentido, tiene el mérito de aportar una visión crítica de la educación, con un aspecto emancipador.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[escola unitária]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia histórico-crítica]]></kwd>
<kwd lng="pt"><![CDATA[educação e revolução]]></kwd>
<kwd lng="pt"><![CDATA[transformação social]]></kwd>
<kwd lng="pt"><![CDATA[profissionais da educação]]></kwd>
<kwd lng="en"><![CDATA[unitary school]]></kwd>
<kwd lng="en"><![CDATA[historical-critical pedagogy]]></kwd>
<kwd lng="en"><![CDATA[education and revolution]]></kwd>
<kwd lng="en"><![CDATA[social transformation]]></kwd>
<kwd lng="en"><![CDATA[education professionals]]></kwd>
<kwd lng="es"><![CDATA[escuela unitaria]]></kwd>
<kwd lng="es"><![CDATA[pedagogía histórico-crítica]]></kwd>
<kwd lng="es"><![CDATA[educación y revolución]]></kwd>
<kwd lng="es"><![CDATA[transformación social]]></kwd>
<kwd lng="es"><![CDATA[profesionales de la educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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