<?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>2236-3459</journal-id>
<journal-title><![CDATA[História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Hist. Educ.]]></abbrev-journal-title>
<issn>2236-3459</issn>
<publisher>
<publisher-name><![CDATA[Associação Sul-Rio-Grandense de Pesquisadores em História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2236-34592023000100123</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/124298</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A EDUCAÇÃO ESTÉTICA NO DEBATE PEDAGÓGICO EM MINAS GERAIS (DÉCADAS DE 1920 E 1930)]]></article-title>
<article-title xml:lang="es"><![CDATA[LA EDUCACIÓN ESTÉTICA EN EL DEBATE PEDAGÓGICO EN MINAS GERAIS (DÉCADAS DE 1920 Y 1930)]]></article-title>
<article-title xml:lang="en"><![CDATA[AESTHETIC EDUCATION IN THE PEDAGOGICAL DEBATE IN MINAS GERAIS (1920'S AND 1930'S)]]></article-title>
<article-title xml:lang="fr"><![CDATA[L'ÉDUCATION ESTHÉTIQUE DANS LE DÉBAT PÉDAGOGIQUE DANS MINAS GERAIS (ANNÉES 1920 ET 1930)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rezende]]></surname>
<given-names><![CDATA[Nádia Bueno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Norte de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Montes Claros MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592023000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592023000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592023000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Proposições de educação estética foram pautas dos debates ocorridos no campo educacional em Minas Gerais/Brasil, durante as décadas de 1920 e 1930, quando, nacionalmente, uma renovação pedagógica era postulada. Neste artigo, buscamos os sentidos dessas proposições, embasados nos estudos de Rancière e Eagleton, que abordam a polissemia da estética na modernidade. Acessamos as concepções, prescrições e práticas que foram pautadas pelo argumento da educação estética, presentes em leis e decretos relativos ao ensino, em orientações mais amplas sobre educação expressas em periódicos que debatiam as novas propostas pedagógicas, e em proposições relacionadas a conteúdos específicos, tais como desenho, canto/música e ginástica. Sem embargo da polissemia observada, verificamos que os significados das proposições de educação estética frequentemente convergiram sobre a necessidade de modificar os hábitos e costumes das crianças, elevá-los por meio da educação de seus corpos, seus sentidos e sensibilidades, segundo padrões tidos como mais belos, higiênicos e nacionalistas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La proposición de una educación estética fue la agenda de los debates que tuvieron lugar en el campo educativo en Minas Gerais/Brasil, durante las décadas de 1920 y 1930, cuando, a nivel nacional, se postuló una renovación pedagógica. En este artículo buscamos los sentidos de esta proposición, a partir de los estudios de Rancière y Eagleton, que abordan la polisemia de la estética en la modernidad. Accedemos a las concepciones, prescripciones y prácticas que fueron guiadas por el argumento de la educación estética, presentes en leyes y decretos relacionados con la enseñanza, en lineamientos más amplios sobre la educación expresados en periódicos que debatieron las nuevas propuestas pedagógicas, y en proposiciones relacionadas con contenidos específicos, como el dibujo, canto/música y educación física. No obstante la polisemia observada, encontramos que los sentidos de las proposiciones de educación estética convergían muchas veces en la necesidad de modificar los hábitos y costumbres de los niños, elevarlos a través de la educación de sus cuerpos, sus sentidos y sensibilidades, de acuerdo con estándares considerados más bellos, higiénicos y nacionalistas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The proposition of an aesthetic education was the agenda of debates in the educational field in Minas Gerais/Brazil, during the decades of 1920 and 1930, when, nationally, a pedagogical renewal was postulated. In this article, we seek the senses and meanings of this proposal, based on studies by Rancière and Eagleton, which approach the polysemy of aesthetics in modernity. We access as conceptions, prescriptions and practices that were guided by the argument of aesthetics education, present in laws and decrees related to teachings, in broader guidelines on education expressed in periodicals that debated the new pedagogical proposals, and in the propositions related to specific contents, such as drawings, corner/music and physical education. Notwithstanding the observed polysemy, we found that the meanings of aesthetic education propositions often converged on the need to modify children's habits and customs, elevate them through the education of their bodies, their senses and sensibilities, according to standards considered more beautiful, hygienic and nationalistic.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé La proposition d'une éducation esthétique était dans le programme des débats qui ont eu lieu dans le domaine de l'éducation au Minas Gerais/Brésil, au cours des années 1920 et 1930, lorsque, au niveau national, un renouveau pédagogique était postulé. Dans cet article, nous avons cherché les sens et les significations de cette proposition, basée sur les hypothèses des études de Rancière et Eagleton, qui abordent la polysémie de l'esthétique dans la modernité. Nous avons accédé aux conceptions, prescriptions et pratiques qui ont été guidées par l'argument de l'éducation esthétique, présentes dans les lois et décrets relatifs à l'enseignement, dans les orientations plus amples sur l'éducation exprimées dans le débat pédagogique, et dans les propositions relatives à des contenus spécifiques, tels que le dessin, chant/musique et éducation physique. Nonobstant la polysémie observée, nous avons constaté que les sens des propositions d'éducation esthétique convergeaient souvent vers la nécessité de modifier les us et coutumes des enfants, de les élever par l'éducation de leur corps, de leurs sens et de leurs sensibilités, selon des normes jugées plus belles, hygiéniques et nationalistes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação estética]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[renovação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Minas Gerais]]></kwd>
<kwd lng="es"><![CDATA[educación estética]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[renovación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Minas Gerais]]></kwd>
<kwd lng="en"><![CDATA[aesthetic education]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[pedagogical renewal]]></kwd>
<kwd lng="en"><![CDATA[Minas Gerais]]></kwd>
<kwd lng="fr"><![CDATA[éducation esthétique]]></kwd>
<kwd lng="fr"><![CDATA[éducation]]></kwd>
<kwd lng="fr"><![CDATA[renouveau pédagogique]]></kwd>
<kwd lng="fr"><![CDATA[Minas Gerais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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