<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352019000100108</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2019v57n51id16074</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trabalho e pedagogia]]></article-title>
<article-title xml:lang="es"><![CDATA[Trabajo y pedagogía]]></article-title>
<article-title xml:lang="en"><![CDATA[Work and pedagogy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kulesza]]></surname>
<given-names><![CDATA[Wojciech Andrzej]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>57</volume>
<numero>51</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352019000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352019000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352019000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, procura-se analisar o desdobramento histórico da chamada &#8220;escola do trabalho&#8221; a partir de sua implantação pioneira na Rússia revolucionária, identificando suas relações com a pedagogia ocidental e suas apropriações pela educação brasileira. Relacionando a concepção geral de que o trabalho deve ser contemplado pela escola com o desenvolvimento industrial europeu, percebe-se claramente a vinculação dessa ideia com o aparecimento do movimento renovador na educação a partir da segunda metade do século XIX. As consequências pedagógicas derivadas da inclusão do trabalho como princípio educativo, sintetizado pela fórmula do &#8220;aprender fazendo&#8221;, estão presentes nas principais tendências pedagógicas contemporâneas, influindo decisivamente na formulação do currículo escolar. Focalizando especificamente a educação básica, identificam-se diversas metodologias do ensino inspiradas por essa orientação que figuram na prática escolar. Por fim, as racionalizações teóricas desenvolvidas são aplicadas para analisar a situação atual da relação entre trabalho e educação na escola secundária brasileira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article we search to analyze the historical unfolding of the so-called "school of work" from its pioneer establishment in revolutionary Russia, identifying its relations with Western pedagogy and its appropriation by Brazilian education. Relating the general conception that work should be contemplated by the school with European industrial development, one can clearly see the connection of this idea with the emergence of the renewal movement in education from the second half of the nineteenth century. The pedagogical consequences derived from the inclusion of work as an educational principle, synthesized by the "learning by doing" formula, are present in the main contemporary pedagogical trends, influencing decisively the formulation of the school curriculum. Focusing specifically on basic education (elementary and high school), we identify several teaching methodologies inspired by this orientation that appears in school practice. Finally, the theoretical rationalizations developed are applied to analyze the current situation of the relationship between work and education in the Brazilian high school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação profissional]]></kwd>
<kwd lng="pt"><![CDATA[Ensino técnico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="en"><![CDATA[Professional education]]></kwd>
<kwd lng="en"><![CDATA[Technical education]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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