<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602019000400199</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.63805</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fundamentos teórico-metodológicos da pedagogia histórico-crítica: uma relação necessária entre história e filosofia]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical-methodological foundations of historical-critical pedagogy: a necessary relationship between history and philosophy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Matheus Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Sul de Santa Catarina Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Tubarão Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>76</numero>
<fpage>199</fpage>
<lpage>218</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602019000400199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602019000400199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602019000400199&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo propõe explicitar uma análise sobre os fundamentos teórico-metodológicos da pedagogia histórico-crítica. Trata-se de uma pesquisa bibliográfica desenvolvida por meio das diretrizes para a leitura, análise e interpretação de textos filosófico-científicos. Tomou-se como hipótese que o destaque da teoria pedagógica histórico-crítica parte do princípio da relação entre história e filosofia como elementos fundantes para compreender e efetivar a prática pedagógica na esfera escolar. Neste sentido, por meio de um aprofundamento teórico sobre tal teoria, destacou-se que a história é compreendida como conteúdo e forma da filosofia e, sendo assim, a história se torna o eixo condutor do currículo escolar e, portanto, da prática pedagógica. Conclui-se que a articulação entre história e filosofia, por meio da concepção dialética da história, é primordial para a fundamentação teórico-metodológica da pedagogia histórico-crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present study aims to make explicit an analysis on theoretical-methodological foundations of historical-critical pedagogy. It is a bibliographic research developed through guidelines for reading, analysis and interpretation of philosophical-scientific texts. The hypothesis is that the standing out of historical-critical pedagogical theory starts from the relation between history and philosophy as foundation elements to understand and making effective the pedagogical practice in the school field. Thereby, through a theoretical deepening on the theory, we highlight that history is understood as philosophy content and path, and thus history became the driving force of the school curriculum, and wherefore, of the pedagogical practice. We conclude that the articulation between history and philosophy, through the dialectical conception of history, is paramount for the theoretical-methodological foundation of the historical-critical pedagogy.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Pedagogia histórico-crítica]]></kwd>
<kwd lng="en"><![CDATA[History]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Historical-critical pedagogy]]></kwd>
</kwd-group>
</article-meta>
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