<?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>S1981-416x2024000401640</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.083.ao08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação, democracia e modernidade no movimento dos pioneiros da Educação Nova (Brasil, 1932/1959)]]></article-title>
<article-title xml:lang="en"><![CDATA[Education, democracy and modernity in the movement of the pioneers of New Education (Brazil, 1932/1959)]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación, democracia y modernidad en el movimiento de los pioneros de la Nueva Educación (Brasil, 1932/1959)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carola]]></surname>
<given-names><![CDATA[Carlos Renato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Mário Henrique Leite]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[Criciúma SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[Braço do Norte SC]]></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>24</volume>
<numero>83</numero>
<fpage>1640</fpage>
<lpage>1658</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000401640&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000401640&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000401640&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo explicita o ideal de democracia e modernidade nos Manifestos dos Pioneiros da Educação Nova (1932 e 1959). Os dois Manifestos são concebidos como lugares de memória onde estão cristalizados dois momentos históricos de lutas pela educação pública e defesa da democracia liberal no Brasil, no período de 1930 a 1960. Nos Manifestos, os &#8220;educadores progressistas&#8221; apresentam um diagnóstico de crise da situação da educação tradicional e propõem uma reforma que poderia direcionar e qualificar o desenvolvimento econômico e social do Brasil para o mundo da &#8220;civilização moderna&#8221;. O estudo percorreu os caminhos da História da Educação e manejou procedimentos metodológicos da pesquisa bibliográfica e documental, na perspectiva decolonial. No conjunto de texto, aborda-se a modernidade como o canto das sereias que seduziu os educadores engajados no projeto de um Brasil democrático; explicita-se o cenário do contexto histórico e o horizonte da modernidade no pensamento e nos manifestos dos pioneiros da Educação Nova. Em termos conclusivos, ressalta-se a importância do movimento dos pioneiros em defesa da democracia e da escola pública e laica para toda a população brasileira. Entretanto, demonstra-se também o quanto os &#8220;educadores progressistas&#8221; foram seduzidos pelo canto universalista da modernidade ocidental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article explains the ideal of democracy and modernity in the Manifestos of the Pioneers of New Education (1932 and 1959). The two manifestos are conceived as places of memory where two historical moments of the struggle for public education and the defense of liberal democracy in Brazil, in the period from 1930 to 1960, are crystallized. In the Manifestos, the "progressive educators" present a crisis diagnosis of the situation of traditional education and propose a reform that could direct and qualify Brazil's economic and social development towards the world of "modern civilization". The study follows the paths of the history of education, using the methodological procedures of the bibliographical and documentary research, from a decolonial perspective. The text as a whole discusses modernity as the siren song that seduced educators engaged in the project of a democratic Brazil; it explains the historical context and the horizon of modernity in the thinking and manifestos of the pioneers of Educação Nova. Finally, it highlights the importance of the pioneer movement in defending democracy and public and secular schools for the entire Brazilian population. But it also shows the extent to which the "progressive educators" were seduced by the universalist song of Western modernity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo explica el ideal de democracia y modernidad en los Manifiestos de los Pioneros de la Nueva Educación (1932 y 1959). Los dos Manifiestos son concebidos como lugares de memoria donde se cristalizan dos momentos históricos de lucha por la educación pública y la defensa de la democracia liberal en Brasil, de 1930 a 1960. En los Manifiestos, los "educadores progresistas" presentan un diagnóstico de crisis de la situación de la enseñanza tradicional y proponen una reforma que podría orientar y cualificar el desarrollo económico y social de Brasil hacia el mundo de la "civilización moderna". El estudio siguió los caminos de la Historia de la Educación y utilizó los procedimientos metodológicos de investigación bibliográfica y documental, desde una perspectiva decolonial. El texto en su conjunto aborda la modernidad como canto de sirena que sedujo a los educadores comprometidos con el proyecto de un Brasil democrático; explica el contexto histórico y el horizonte de la modernidad en el pensamiento y los manifiestos de los pioneros de la Educação Nova. En conclusión, se destaca la importancia del movimiento de los pioneros en defensa de la democracia y de la escuela pública y laica para toda la población brasileña. Sin embargo, también muestra hasta qué punto los "educadores progresistas" se dejaron seducir por la cantinela universalista de la modernidad occidental.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Nova]]></kwd>
<kwd lng="pt"><![CDATA[Democracia]]></kwd>
<kwd lng="pt"><![CDATA[Modernidade]]></kwd>
<kwd lng="pt"><![CDATA[Decolonialidade.]]></kwd>
<kwd lng="en"><![CDATA[New Education]]></kwd>
<kwd lng="en"><![CDATA[Democracy]]></kwd>
<kwd lng="en"><![CDATA[Modernity]]></kwd>
<kwd lng="en"><![CDATA[Decoloniality.]]></kwd>
<kwd lng="es"><![CDATA[Nueva Educación]]></kwd>
<kwd lng="es"><![CDATA[Democracia]]></kwd>
<kwd lng="es"><![CDATA[Modernidad]]></kwd>
<kwd lng="es"><![CDATA[Decolonialidad.]]></kwd>
</kwd-group>
</article-meta>
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