<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732018000401357</article-id>
<article-id pub-id-type="doi">10.5007/2175-795x.2018v36n4p1357</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A FORÇA DA CULTURA HISTÓRICA: REPRESENTAÇÕES DE ESTUDANTES BRASILEIROS SOBRE HERÓIS NACIONAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[The strength of historical culture: brazilian students&#8217; representations on national heroes]]></article-title>
<article-title xml:lang="es"><![CDATA[La fuerza de la cultura historica: representaciones de estudiantes brasileños sobre héroes nacionales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerri]]></surname>
<given-names><![CDATA[Luis Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caimi]]></surname>
<given-names><![CDATA[Flávia Eloísa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mistura]]></surname>
<given-names><![CDATA[Letícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>4</numero>
<fpage>1357</fpage>
<lpage>1377</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732018000401357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732018000401357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732018000401357&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A história escolar, ao longo das últimas décadas, tem sido palco de profundas controvérsias quanto ao seu lugar nos sistemas educativos e ao seu papel na formação da consciência histórica dos jovens. No marco das culturas globalizadas, visualiza-se um crescente fascínio pelo passado e, paradoxalmente, coloca-se em questão se (e o que), de fato, podemos aprender com a História. O artigo ora apresentado resulta de um projeto internacional e interinstitucional intitulado Jovens e a História no Mercosul, tomando dados sobre a cultura histórica de estudantes secundaristas brasileiros, ao analisar os personagens da história que habitam suas representações sociais. Trata-se de buscar compreender as interpretações que os sujeitos fazem do passado, considerando as representações sociais como lugar de confluência entre a cultura, as práticas sociais, a memória coletiva e as suas identidades sociais. Os estudantes indicaram os três principais heróis nacionais em sua opinião, por ordem de importância, e os dados foram tratados pelo software Evoc 2000, com base no conceito de núcleo central da Teoria das Representações Sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The history taught in the schools, over the past two decades, has been the stage of profound controversy over its place in education systems and its role in molding the historical consciousness of young people. Within the mark of globalized cultures, it is possible to visualize a rising fascination for the past, and paradoxically becomes questionable whether and what can be actually learnt from History. The present article is a result of an international and interinstitutional project entitled Youth and History in Mercosur (Jovens e a História no Mercosul), whence the data about the historical culture of Brazilian sophomore students was colected, when analyzing the characters of the history that inhabit their social representations. It is a matter of seeking to understand the individuals&#8217; interpretations of the past, considering social representations as a place of confluence between culture, social practices, collective memory and their social identities. The students pointed out three major national heroes in their opinion and in order of importance, and the data was treated by the Evoc 2000 software, based on Abric&#8217;s central core concept from the Theory of Social Representations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La historia escolar, a lo largo de las últimas décadas, ha sido escenario de profundas controversias acerca de su lugar em los sistemas educativos y su rol en la formación de la conciencia histórica de los jóvenes. En el marco de las culturas globalizadas, se visualiza una creciente fascinación por el pasado y, paradójicamente, se pone en cuestión si (y qué) de hecho podemos aprender con la Historia. El presente artículo es resultado de un proyecto internacional e interinstitucional llamado Los Jóvenes y la Historia en el Mercosur, que recoge datos sobre la cultura histórica de estudiantes de enseñanza media brasileños, al analizar los personajes de la historia que habitan sus representaciones sociales. Se trata de buscar comprender las interpretaciones que los sujetos hacen sobre el pasado, teniendo en cuenta las representaciones sociales como lugar de confluencia entre la cultura, las prácticas sociales, la memoria colectiva y las identidades sociales. Los estudiantes indicaron, según su opinión, los tres principales héroes nacionales en orden de importancia, y los datos fueron procesados por el software Evoc 2000, basado en el concepto de núcleo central de la Teoría de las Representaciones Sociales]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura histórica]]></kwd>
<kwd lng="pt"><![CDATA[Herói Nacional]]></kwd>
<kwd lng="pt"><![CDATA[Consciência histórica]]></kwd>
<kwd lng="pt"><![CDATA[Identidades sociais]]></kwd>
<kwd lng="en"><![CDATA[Historical culture]]></kwd>
<kwd lng="en"><![CDATA[National hero]]></kwd>
<kwd lng="en"><![CDATA[Historical consciousness]]></kwd>
<kwd lng="en"><![CDATA[Social identity]]></kwd>
<kwd lng="es"><![CDATA[Cultura histórica]]></kwd>
<kwd lng="es"><![CDATA[Héroe Nacional]]></kwd>
<kwd lng="es"><![CDATA[Conciencia histórica]]></kwd>
<kwd lng="es"><![CDATA[Identidades sociales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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