<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100207</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s14343</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A influência do funcionalismo de Durkheim nas escolas técnicas industriais brasileiras (1946-1961)]]></article-title>
<article-title xml:lang="en"><![CDATA[The influence of Durkheim&#8217;s functionalism on brazilian vocational and industrial schools (1946-1961)]]></article-title>
<article-title xml:lang="es"><![CDATA[La influencia del funcionalismo de Durkheim en las escuelas técnicas industriales brasileñas (1946-1961)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bordignon]]></surname>
<given-names><![CDATA[Talita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia Goiás]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Durante o nacional-desenvolvimentismo (1945-1964), abastecer o mercado com mão de obra qualificada fez-se necessário. Para tanto, as elites locais se articularam com os Estados Unidos para garantir financiamento às escolas. A gerência dos recursos coube à Comissão Brasileiro-Americana de Educação Industrial (CBAI), que publicou um periódico mensal para divulgar os feitos dos acordos bilaterais: o Boletim da CBAI divulgou textos sobre a pedagogia adotada para a formação de cidadãos-trabalhadores que se ajustassem ao meio. O objetivo aqui é refletir sobre a influência da teoria sociológica de Émile Durkheim veiculada pelo periódico, articulada à prática pedagógica dos escolanovistas, tendo o método funcionalista como justificativa para uma sociedade dividida em classes. Do ponto de vista do materialismo histórico e dialético, o texto procura contribuir com as reflexões sobre as implicações da Pedagogia escolanovista na vida social e cotidiana do trabalhador nesse período, sugerindo outras alternativas metodológicas para esse ramo de ensino. A análise indica que as propostas centradas na omnilateralidade são mais interessantes por garantirem resultados condizentes com sociedades harmoniosas e igualitárias, tal como na proposta da Pedagogia Histórico-Crítica de Saviani.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract During the national developmentalism (1945-1964), the need to supply the market with qualified workforce was highly prominent, and, the local elites articulated with the United Sates to ensure school funding. The Comissão Brasileiro-Americana de Educação Industrial (CBAI), responsible for managing the resources, issued monthly periodicals with information about the bilateral agreements, e.g., the Boletim da CBAI published texts about the pedagogy adopted to form adjusted workers. The objective of the present study was to reflect about the influence of the sociological theory of Émile Durkheim. This theory, spread by the periodicals and articulated with the progressist pedagogy, is grounded on the functionalist method, justifying a society divided into social classes. Under the historical and dialectic materialism, the article aims to contribute with reflections on the implications of the progressist pedagogy on the worker&#8217;s social and daily life in this period, suggesting other methodological alternatives for this educational field. The analysis indicates that proposals based on the conception of omnilaterality are congruent with harmonious and equalitarian societies, as the Historical-Critical Pedagogy proposed by Saviani.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Durante el nacional-desarrollismo (1945-1964), era necesario abastecer el mercado con mano de obra calificada. Para ello, las élites locales si unieron a los Estados Unidos para garantizar la financiación a las escuelas. La gestión de los recursos cupo a la Comissão Brasileiro-Americana de Educação Industrial (CBAI), que ha publicado un periódico mensual para dar a conocer los logros de los acuerdos bilaterales: el Boletim da CBAI ha divulgado textos sobre la pedagogía adoptada para la formación de los ciudadanos-trabajadores que si le ajustasen al medio. El objetivo es reflexionar a cerda la influencia de la teoría sociológica de Émile Durkheim publicada por el periódico, articulado a la práctica pedagógica de escuelanuevistas, tomando el método funcionalista como justificación para una sociedad dividida en clases. Desde el punto de vista del materialismo dialéctico e histórico, el texto pretende contribuir a las reflexiones sobre las implicaciones de la pedagogía escuelanuevista en la vida cotidiana y social del trabajador en este período, sugiriendo otras alternativas metodológicas para esta rama de la educación. El análisis indica que las propuestas centradas en omnilateralidad son más interesantes para asegurar resultados adecuados con las sociedades armoniosas e igualitarias, como la propuesta de la pedagogía histórico-crítica de Saviani.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Escola Nova]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia Histórico-Crítica]]></kwd>
<kwd lng="pt"><![CDATA[CBAI]]></kwd>
<kwd lng="pt"><![CDATA[Educação para o Trabalho]]></kwd>
<kwd lng="en"><![CDATA[Professional Education]]></kwd>
<kwd lng="en"><![CDATA[Progressive School Movement]]></kwd>
<kwd lng="en"><![CDATA[Historical-critical Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[CBAI]]></kwd>
<kwd lng="en"><![CDATA[Education for Work]]></kwd>
<kwd lng="es"><![CDATA[ormación Profesional]]></kwd>
<kwd lng="es"><![CDATA[Nueva Escuela]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía Histórico-crítica]]></kwd>
<kwd lng="es"><![CDATA[CBAI]]></kwd>
<kwd lng="es"><![CDATA[Educación para el Trabajo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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