<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472023000300300</article-id>
<article-id pub-id-type="doi">10.14393/obv7n3.a2023-68120</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Fundamentação psicológica do pensamento de Michael Young e Dermeval Saviani: uma defesa do conhecimento poderoso/clássico]]></article-title>
<article-title xml:lang="es"><![CDATA[El fundamento psicológico del pensamiento de Michael Young y Demerval Saviani: una defense del conocimiento porderoso/clásico]]></article-title>
<article-title xml:lang="en"><![CDATA[The psychological foundation of the thought of Michael Young and Dermeval Saviani: a defense of powerful/classical knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Patricia Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Emerson Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472023000300300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472023000300300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472023000300300&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A função da escola, sua relação com o conhecimento e a construção do currículo são temáticas debatidas por diversos pesquisadores da educação. Michael Young (2007b) apropriou-se de estudos sobre sociologia e construção do conhecimento a partir de Durkheim e Vigotski para elaborar uma defesa do conhecimento poderoso nos currículos. Em países distintos e com embasamento que ora diverge e ora converge, Dermeval Saviani (1999) elaborou a Pedagogia Histórico-Crítica (PHC) um currículo baseado no conhecimento clássico, considerado pelo autor condição para libertação. Após levantamento bibliográfico da produção desses autores e demais pesquisadores do currículo na perspectiva da PHC, o presente estudo identificou semelhanças nas elaborações quanto às concepções de escola e de conhecimento escolar. A busca na fundamentação dessa semelhança resultou na identificação do embasamento psicológico adotado em ambas as perspectivas: a psicologia vigotskiana. A partir da análise das produções dos autores estudados, concluímos que a base psicológica que fundamenta o argumento em defesa do conhecimento poderoso/clássico para o desenvolvimento do pensamento do indivíduo é a psicologia proposta por Liev Vigotski. Ressaltamos ainda como as contribuições desses pensadores devem ser consideradas no processo de elaboração do currículo escolar para o enfrentamento ao relativismo e obscurantismo que vivenciamos na atualidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La función de la escuela, su relación con el conocimiento y la construcción del currículo son temas debatidos por diversos investigadores en educación. Michael Young (2007b) se apropió de estudios sobre sociología y construcción del conocimiento basados en Durkheim y Vygotsky para elaborar una defensa del conocimiento poderoso en los currículos. En un país diferente y a partir de referencias a veces convergentes y otras veces no convergentes, Dermeval Saviani (1999) elaboró la Pedagogía Histórico-Crítica (PHC), un currículo basado en el conocimiento clásico, que consideraba una condición para la liberación. Tras un estudio bibliográfico de la obra de estos autores y de otros investigadores del currículo desde la perspectiva de la PHC, este estudio identificó similitudes en sus concepciones de la escuela y del conocimiento escolar. La búsqueda de una base común que justifique esta similitud resultó en la identificación del fundamento psicológico adoptado en ambas perspectivas: la psicología vygotskiana. A partir del análisis de las obras de los autores estudiados, concluimos que la base psicológica que sustenta la argumentación en defensa del conocimiento poderoso/clásico para el desarrollo del pensamiento del individuo es la psicología propuesta por Liev Vygotsky. También destacamos cómo las propuestas de estos pensadores deberían ser tenidas en cuenta en el proceso de elaboración del currículo escolar que se oponga al relativismo y oscurantismo al que nos enfrentamos en la actualidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Topics such as the function of schools, their relationship with knowledge, and the making of a curriculum have been discussed by several researchers in education. Michael Young (2007b) assimilated studies in sociology and the construction of knowledge based on Durkheim and Vygotsky to elaborate a defense of powerful knowledge in the curriculum. In a different country and based on references that are at times convergent and other times non-convergent, Dermeval Saviani (1999) elaborated the Historical-Critical Pedagogy (HCP), a curriculum based on classical knowledge, which the author deems to be a condition for emancipation. After bibliographical research of the production of these authors and other researchers dedicated to curriculum within HCP, the present study has identified similarities in the elaborations concerning the conceptions of school and school knowledge. The search for a common ground that justifies this similarity resulted in the identification of the same psychological foundation in both perspectives: the psychology of Vygotsky. Based on an analysis of these two authors, we concluded that the psychological basis that fundaments the argument in favor of classical/powerful knowledge for the development of the individual is the psychological theory of Lev Vygotsky. We also emphasize that the contribution of these thinkers should be considered in the process of elaboration of a school curriculum that opposes the relativism and obscurantism that we have currently been facing.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Michael Young]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia histórico-crítica]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Vigotskiana]]></kwd>
<kwd lng="es"><![CDATA[Michael Young]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía histórico-crítica]]></kwd>
<kwd lng="es"><![CDATA[Psicología Vigotskiana]]></kwd>
<kwd lng="en"><![CDATA[Michael Young]]></kwd>
<kwd lng="en"><![CDATA[Historical-critical pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Psychology of Vygotsky]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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