<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782018000100157</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782018230079</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre omissão, desconhecimento e reconhecimento: João Batista de La Salle na pesquisa em educação no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[BETWEEN OMISSION, IGNORANCE AND RECOGNITION: JOHN BAPTIST DE LA SALLE IN BRAZILIAN EDUCATIONAL RESEARCH]]></article-title>
<article-title xml:lang="es"><![CDATA[ENTRE OMISIÓN, DESCONOCIMIENTO Y RECONOCIMIENTO: JUAN BAUTISTA DE LA SALLE EN LA INVESTIGACIÓN EDUCACIONAL BRASILEÑA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pauly]]></surname>
<given-names><![CDATA[Evaldo Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casagrande]]></surname>
<given-names><![CDATA[Cledes Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corbellinil]]></surname>
<given-names><![CDATA[Marcos Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade de Tecnologia La Salle  ]]></institution>
<addr-line><![CDATA[Estrela RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782018000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782018000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782018000100157&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo analisa por que João Batista de La Salle, importante precursor da pedagogia moderna, é pouco conhecido na pesquisa em educação no Brasil. Na primeira parte, apresenta uma revisão das pesquisas acadêmicas brasileiras sobre La Salle, classificando-as em três categorias: omissão, desconhecimento e reconhecimento. A segunda parte postula três causas para essa classificação: as tendências antirreligiosas hegemônicas; as leituras foucaultianas que desconsideram a tese do próprio Foucault sobre como o tempo penetra o corpo; a simplificação da proposta de ensino da moral secular, formulada por Durkheim, para substituir a moral religiosa. Finalmente, o artigo propõe um exercício hermenêutico com base no Guia das Escolas Cristãs visando superar a omissão e o desconhecimento sobre La Salle no Brasil. Conclui apontando que certos aspectos-chave da pedagogia de La Salle são valiosos para fortalecer a luta política contemporânea pela educação pública, universal e gratuita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article analyzes why John Baptist De La Salle, important precursor of modern pedagogy, is little known in Brazilian educational research. In its first part, it presents an overview that classifies Brazilian academic research on De La Salle into three categories: omission, ignorance, and recognition. The second part submits three causes for such classification: the hegemonic anti-religious tendencies in Brazilian educational research; Foucaultian interpretations that disregard Foucault&#8217;s own thesis on how time penetrates the body; the oversimplification of the teaching proposal of secular morality to replace religious morality, as formulated by Durkheim. Finally, the article offers a hermeneutic exercise, based on the Guide of the Christian Schools, aiming to overcome the omission and lack of knowledge about La Salle in Brazilian academia. The article concludes by pointing out that certain key-aspects of De La Salle&#8217;s pedagogy are valuable in strengthening contemporary political efforts towards a public, universal, and free education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo analiza por qué Juan Bautista de La Salle, importante precursor de la pedagogía moderna, es poco conocido en la investigación educacional brasileña. En la primera parte, presenta una revisión de las investigaciones académicas brasileñas sobre La Salle, clasificándolas en tres categorías: omisión, desconocimiento y reconocimiento. La segunda parte postula tres causas para esa clasificación: las tendencias antirreligiosas hegemónicas; las lecturas foucaultianas que desconsideran la tesis de Foucault sobre cómo el tiempo penetra el cuerpo; la simplificación de la propuesta de enseñanza de la moral secular, formulada por Durkheim, para sustituir la moral religiosa. Finalmente, el artículo propone un ejercicio hermenéutico, a partir de la Guía de las Escuelas Cristianas, con el fin de superar la omisión y el desconocimiento sobre La Salle en Brasil. Concluye señalando que ciertos aspectos clave de la pedagogía de La Salle son valiosos para fortalecer la lucha política contemporánea por la educación pública, universal y gratuita.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[La Salle]]></kwd>
<kwd lng="pt"><![CDATA[Guia das Escolas Cristãs]]></kwd>
<kwd lng="pt"><![CDATA[Foucault]]></kwd>
<kwd lng="pt"><![CDATA[Durkheim]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa em educação]]></kwd>
<kwd lng="en"><![CDATA[La Salle]]></kwd>
<kwd lng="en"><![CDATA[Guide of the Christian Schools]]></kwd>
<kwd lng="en"><![CDATA[Foucault]]></kwd>
<kwd lng="en"><![CDATA[Durkheim]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="es"><![CDATA[La Salle]]></kwd>
<kwd lng="es"><![CDATA[Guía de las Escuelas Cristinas]]></kwd>
<kwd lng="es"><![CDATA[Foucault]]></kwd>
<kwd lng="es"><![CDATA[Durkheim]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>1992</year>
<numero>42</numero>
<issue>42</issue>
<page-range>274-89</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
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<ref id="B60">
<nlm-citation citation-type="">
<collab>United Nations</collab>
<source><![CDATA[The Universal Declaration of Humans Rights]]></source>
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<publisher-loc><![CDATA[United Nations ]]></publisher-loc>
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</back>
</article>
