<?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>S1981-416x2016000200321</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.16.048.DS03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[De Rui Barbosa a Ferdinand Buisson: uma investigação sobre como ensinar desenho]]></article-title>
<article-title xml:lang="en"><![CDATA[From Rui Barbosa to Ferdinand Buisson: an investigation about as teaching drawing]]></article-title>
<article-title xml:lang="es"><![CDATA[De Rui Barbosa a Ferdinand Buisson: una investigación sobre cómo enseñar el dibujo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Ivanete Batista dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Marcos Denilson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão SE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>48</numero>
<fpage>321</fpage>
<lpage>338</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000200321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000200321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000200321&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com o prop&#243;sito de caracterizar o Desenho no ensino prim&#225;rio brasileiro das d&#233;cadas finais do s&#233;culo XIX buscamos neste artigo desvendar em que medida os m&#233;todos prescritos para o ensino prim&#225;rio foram resultantes de apropria&#231;&#245;es de modelos oriundos de outros pa&#237;ses. Para isso inicialmente foi examinada uma produ&#231;&#227;o de Rui Barbosa (trata-se do parecer da Reforma do Ensino Prim&#225;rio e V&#225;rias Institui&#231;&#245;es Complementares da Instru&#231;&#227;o P&#250;blica das Obras Completas de Rui Barbosa vol. X, Tomo II, 1883) em busca de pistas sobre as finalidades do Desenho na proposta pedag&#243;gica divulgada por esse intelectual. Em seguida, inspirados em Bastos (2000), procuramos arrolar elementos de aproxima&#231;&#227;o e distanciamento em rela&#231;&#227;o a apropria&#231;&#227;o do m&#233;todo intuitivo e/ou li&#231;&#245;es de coisas proposto por Rui Barbosa (1849-1923) para o ensino de Desenho a partir do entendimento posto a circular por Ferdinand Buisson (1841-1932). Constamos que ao que tudo indica, Rui Barbosa fez outras apropria&#231;&#245;es para o modelo de ensino prim&#225;rio brasileiro. Para os dois, o m&#233;todo intuitivo era considerado como o fundamento de todo o conhecimento. Por&#233;m, enquanto Ferdinand Buisson entende m&#233;todo intuitivo e "li&#231;&#245;es de coisas" como situa&#231;&#245;es diferentes, para Rui Barbosa as "li&#231;&#245;es de coisas" era o pr&#243;prio m&#233;todo intuitivo cujo ensino pr&#225;tico e utilit&#225;rio do Desenho deveria ser ensinado por esse processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[  Abstract In order to characterize the Drawing of the brazilian primary education the final decades of the nineteenth century this article will seek to uncover what extent the methods prescribed for primary education resulted from appropriations of models from other countries. For it was first examined a production the Rui Barbosa (this is the opinion of the Reform of Primary Education and Several Institutions Complementary Public Instruction of the Complete Works of Rui Barbosa Vol. X, Volume II, 1883) for clues on purpose Drawing on pedagogical proposal disclosed by this intellectual. Then inspired by Bastos (2000) seek to enlist elements of approach and distances from the appropriation of the intuitive method and/or lessons of things proposed by Rui Barbosa (1849-1923) for teaching drawing from understanding circulated by Ferdinand Buisson (1841-1932). We find that by it seems, Rui Barbosa did other appropriations for the brazilian primary education model. For both, the intuitive method was considered as the foundation of all knowledge. However, Ferdinand Buisson understand intuitive method and "lessons of things" as different situations, already Rui Barbosa understand "lessons of things" as the own intuitive method which teaching and practical and utility drawing should be taught through this process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[  Resumen Con el fin de caracterizar el dibujo de la educaci&#243;n primaria brasile&#241;a las &#250;ltimas d&#233;cadas del siglo XIX, este art&#237;culo tiene como objetivo descubrir en qu&#233; medida los m&#233;todos prescritos para la educaci&#243;n primaria resultaron de apropiaci&#243;nes de los modelos de otros pa&#237;ses. Para este se examin&#243; en primer lugar una producci&#243;n de Rui Barbosa (esta es la opini&#243;n de la Reforma de la Educaci&#243;n Primaria y Varias Instituciones Instrucci&#243;n P&#250;blica Complementaria de las Obras Completas de Rui Barbosa Vol. X, Tomo II, 1883) en busca de pistas sobre el objeto sobre la base de la propuesta pedag&#243;gica a conocer por este intelectual. Entonces inspirado en Bastos (2000) tratar&#225; de contar con elementos de aproximaci&#243;n y salida de la apropiaci&#243;n del m&#233;todo y/o lecciones de cosas intuitiva propuesto por Rui Barbosa (1849- 1923) para la ense&#241;anza de dibujo de la comprensi&#243;n distribuido por Ferdinand Buisson (1841-1932). Nos dimos cuenta de que por lo que parece, Rui Barbosa hizo otros cr&#233;ditos para el modelo de la educaci&#243;n primaria brasile&#241;a. Por tanto, el m&#233;todo intuitivo se consider&#243; como la base de todo conocimiento. Pero mientras Ferdinand Buisson entender el m&#233;todo intuitivo y "lecciones de cosas" como diferentes situaciones, a Rui Barbosa las "lecciones de cosas" era el m&#233;todo intuitivo cuya ense&#241;anza pr&#225;ctica y utilidad del dise&#241;o debe ense&#241;arse por este proceso.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Rui Barbosa]]></kwd>
<kwd lng="pt"><![CDATA[Ferdinand Buisson]]></kwd>
<kwd lng="pt"><![CDATA[Método Intuitivo]]></kwd>
<kwd lng="pt"><![CDATA[Desenho]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Primário]]></kwd>
<kwd lng="en"><![CDATA[Ferdinand Buisson]]></kwd>
<kwd lng="en"><![CDATA[Rui Barbosa]]></kwd>
<kwd lng="en"><![CDATA[Method Intuitive]]></kwd>
<kwd lng="en"><![CDATA[Drawing]]></kwd>
<kwd lng="en"><![CDATA[Primary School]]></kwd>
<kwd lng="es"><![CDATA[Ferdinand Buisson]]></kwd>
<kwd lng="es"><![CDATA[Rui Barbosa]]></kwd>
<kwd lng="es"><![CDATA[Método Intuitivo]]></kwd>
<kwd lng="es"><![CDATA[La Escuela Primaria]]></kwd>
<kwd lng="es"><![CDATA[Dibujo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
