<?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>S1413-24782018000100300</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782018230017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Memória e memorização. Sobre um anátema na educação]]></article-title>
<article-title xml:lang="en"><![CDATA[MEMORY AND MEMORIZATION. ABOUT AN ANATHEMA IN EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[MEMORIA Y MEMORIZACIÓN. SOBRE UN ANATEMA EN LA EDUCACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VALLE]]></surname>
<given-names><![CDATA[LÍLIAN DO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BOGÉA]]></surname>
<given-names><![CDATA[DIOGO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></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=S1413-24782018000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782018000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782018000100300&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Um anátema acompanha a história da educação na Modernidade com força somente comparável ao enorme prestígio de que as práticas expurgadas longamente desfrutaram: trata-se do recurso à memorização. Essa rejeição peremptória prolonga um passado talvez já esquecido, mas, resistente, ela arrasta consigo inúmeras noções igualmente marcadas de abjeção - por exemplo, as de &#8220;exercício&#8221;, &#8220;hábito&#8221; e mesmo de &#8220;rotina&#8221; - e acaba por atingir em cheio o conceito de memória &#8220;individual&#8221;. Exilada dos meios educacionais, é curioso que a memória tenha sobrevivido no coração do que faz a formação humana: as concepções de identidade herdadas da Modernidade. Diante disso, como conceber nossa relação com a memória, e que lugar atribuir a essa relação no processo de formação humana?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT An anathema comes along with the history of education in modern times, whose strength is only comparable to the enormous prestige which the purged practices have longed enjoyed: the use of memorization. This peremptory rejection prolongs a past maybe already forgotten, though resistant. It brings with it many notions equally marked with abjection - for example, those of &#8220;exercise&#8221;, &#8220;habit&#8221; and even of &#8220;routine&#8221; - and ends up striking the concept of &#8220;individual&#8221; memory. Exiled from the educational means, it is curious that the memory has survived in the core of what makes the human formation: the conceptions of identity inherited from modernity. Henceforth, how to conceive our relationship with memory and what would be the place of this relationship in the process of human formation?]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Un anatema acompaña la historia de la educación en los tiempos modernos, con fuerza sólo comparable al enorme prestigio de que siempre disfrutaran las prácticas expurgadas: refirámonos à la memorización. Este rechazo perentorio prolonga un pasado que aunque olvidado, es resistente y trae consigo muchas nociones también marcadas de abyección - como, por ejemplo, de &#8220;ejercicio&#8221;, &#8220;hábito&#8221; y hasta de &#8220;rutina&#8221; - y termina por alcanzar en su totalidad el concepto de memoria &#8220;individual&#8221;. Exiliada de los medios educativos, es curioso que la memoria se ha conservado en el corazón de lo que hace la formación humana: las concepciones de identidad heredadas de la modernidad. ¿Cómo concebir, en estos términos, nuestra relación con la memoria, y en el lugar dado a esta relación en el proceso de formación humana?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[memória]]></kwd>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="pt"><![CDATA[formação humana]]></kwd>
<kwd lng="en"><![CDATA[memory]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[human formation]]></kwd>
<kwd lng="es"><![CDATA[memoria]]></kwd>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="es"><![CDATA[formación humana]]></kwd>
</kwd-group>
</article-meta>
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