<?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>1982-7806</journal-id>
<journal-title><![CDATA[Cadernos de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Hist. Educ.]]></abbrev-journal-title>
<issn>1982-7806</issn>
<publisher>
<publisher-name><![CDATA[EDUFU - Editora da Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-78062024000100412</article-id>
<article-id pub-id-type="doi">10.14393/che-v23-e2024-14</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fundamentos pedagógico-educacionais renovadores e tecnicistas e teorias técnicas do currículo: determinações históricas e implicações para o pensamento educacional brasileiro]]></article-title>
<article-title xml:lang="es"><![CDATA[Fundamentos pedagógico-educativos renovadores y tecnicistas y teorías curriculares técnicas: determinaciones históricas e implicaciones del pensamiento educativo brasileño]]></article-title>
<article-title xml:lang="en"><![CDATA[Renovating and technicist pedagogical-educational foundations and technical curriculum theories: historical determinations and Brazilian educational thought implications]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maia]]></surname>
<given-names><![CDATA[Júlio César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silveira]]></surname>
<given-names><![CDATA[Carla Carolina Rodrigues da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sacardo]]></surname>
<given-names><![CDATA[Michele Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Jataí  ]]></institution>
<addr-line><![CDATA[ ]]></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>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-78062024000100412&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-78062024000100412&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-78062024000100412&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo objetiva resgatar o movimento de ascensão das teorias pedagógicas, educacionais e curriculares renovadoras e tecnicistas. Fragmenta-se, inicialmente, em quatro seções, respectivamente orientadas à apresentação: i) da resposta encontrada pelos fundamentos pedagógicos-educacionais renovadores ao tradicionalismo; ii) do progressivismo de J. Dewey enquanto primeira ofensiva das teorias técnicas do currículo; iii) do tecnicismo de F. Bobbitt enquanto segunda ofensiva e; iv) da síntese técnico-linear de R. Tyler enquanto terceira e última ofensiva desse conjunto de teorias. Objetiva, em seguida, apreender ainda a chegada dessas teorias ao Brasil. Para tanto, duas outras seções são evidenciadas, orientadas respectivamente à apresentação: i) do contributo dos pioneiros da educação para a crítica dos fundamentos pedagógico-educacionais tradicionais e difusão das teorias técnicas do currículo nesse país e; ii) dos obstáculos assumidos pela ênfase progressivista renovadora a partir da fixação das ideias técnico-lineares do currículo sobre o componente educacional brasileiro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene como objetivo rescatar el auge de las teorías pedagógicas, educativas y curriculares que son renovadoras y técnicas. Inicialmente se divide en cuatro temas, orientados respectivamente a la presentación: 1) de la respuesta encontrada por las bases pedagógicas-educativas renovadoras al tradicionalismo; 2) del progresivismo de J. Dewey como la primera ofensiva de las teorías técnicas del currículo; 3) del tecnicismo de F. Bobbitt como segunda ofensiva y; 4) de la síntesis técnico-lineal de R. Tyler como tercera y última ofensiva de este conjunto de teorías. Pretende, posteriormente, comprender la llegada de estas teorías a Brasil. Para ello, se destacan otros dos temas, orientados respectivamente a la presentación: 1) del aporte de los pioneros de la educación a la crítica de los fundamentos pedagógico-educativos tradicionales y difusión de las teorías técnicas del currículo en ese país y; 2) de los obstáculos asumidos por el énfasis renovador progresivo desde la demarcación de las ideas técnico-lineales del currículo sobre el componente educativo brasileño.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article aims to retrieve the rising movement of innovative and technicist pedagogical, educational, and curricular theories. Initially, it is divided into four sections, each respectively focused on presentation: i) from the response found in renovating pedagogical-educational fundamentals to traditionalism; ii) from J. Dewey&#8217;s progressivism as the first offensive of technical curriculum theories; iii) from F. Bobbitt&#8217;s technicism as the second offensive; and iv) from R. Tyler&#8217;s technical-linear synthesis as the third and final offensive of this set of theories. Then, it aims to grasp the arrival of these theories in Brazil. For this purpose, two additional sections are highlighted, oriented respectively towards the presentation: i) the contribution of education pioneers to the critique of traditional pedagogical-educational fundamentals and the dissemination of technical curriculum theories in this country; and ii) the obstacles faced by the renovating progressive emphasis following the establishment of technical-linear curriculum ideas on the Brazilian educational component.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História da educação]]></kwd>
<kwd lng="pt"><![CDATA[História do currículo]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento educacional]]></kwd>
<kwd lng="es"><![CDATA[Historia de la educación]]></kwd>
<kwd lng="es"><![CDATA[Historia del currículo]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento educativo]]></kwd>
<kwd lng="en"><![CDATA[History of education]]></kwd>
<kwd lng="en"><![CDATA[History of curriculum]]></kwd>
<kwd lng="en"><![CDATA[Educational thought]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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