<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2013000200017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Usos e gênese do discurso mudancista no campo educacional brasileiro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grimm]]></surname>
<given-names><![CDATA[Viviane]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Gilson R. de M.]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A17">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A17">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<volume>13</volume>
<numero>39</numero>
<fpage>793</fpage>
<lpage>812</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2013000200017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2013000200017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2013000200017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo do presente estudo é apreender os modos pelos quais certos discursos enfatizam o potencial transformador da educação, assim como explicitar a gênese do discurso pedagógico mudancista. Utilizam-se como fonte de investigação obras selecionadas na bibliografia especializada sobre a história da educação brasileira que, de forma implícita ou explícita, abordam a ênfase dada ao viés mudancista no discurso educacional e, ainda, os artigos publicados na Revista Educação & Sociedade (do n. 1, 1978, ao n. 57, 1996) e na Revista da ANDE (do n. 1, 1981, ao n. 21, 1995). Observa-se que a crença no potencial transformador da educação está relacionada à concepção de homem que emerge na modernidade, influenciada principalmente por uma forma “otimista” de apropriação da abordagem marxista; do mesmo modo, tal crença faz parte de um “estilo de pensamento pedagógico” dos intelectuais da educação tendente a enfatizar a dinamicidade do campo educacional em relação à estrutura social. Este estilo de pensamento faz-se presente já na Primeira República é e revigorado no período de redemocratização do país na década de 1980.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The objective of this study is to grasp the ways in which certain discourses emphasize the transformative potential of education, and also explain the genesis of pedagogic discourse that refers to changes. One of the sources for this research was a collection of published works found in specialized literature on the history of Brazilian education. Those, either implicitly or explicitly, give emphasis to the bias towards changes in educational discourse. Also, the articles published in Education and Society (the No 1, 1978, at No 57, 1996) and in the Journal of ANDE (the No 1, 1981, at No 21, 1995) were used as sources for this work. It is possible to notice that the belief in the transformative potential of education is related to the emerging modern conception of man, influenced mainly by an "optimistic" way of appropriating the Marxist approach; likewise, that belief is part of a "pedagogic thinking style", shown by intellectuals in education, aimed to emphasize the dynamics of the educational field in relation to social structure. Such style of thinking was already present in the first republic and was refreshed in the period of democratization of the country in the 1980s.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Discursos Pedagógicos]]></kwd>
<kwd lng="pt"><![CDATA[Transformação Social]]></kwd>
<kwd lng="pt"><![CDATA[Campo Educacional]]></kwd>
<kwd lng="en"><![CDATA[Pedagogic Discourse]]></kwd>
<kwd lng="en"><![CDATA[Social Transformation]]></kwd>
<kwd lng="en"><![CDATA[Educational Field]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Usos  e g&ecirc;nese do discurso mudancista no campo educacional brasileiro.</h2> <h3>Genesis and uses of discourses referring to changes in  the Brazilian educational field.</h3>     <p>&nbsp;</p> <h4>Viviane  Grimm, Gilson R. de M. Pereira</h4> </font>      ]]></body><back>
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