<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022010000200012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O sentido da educação democrática: revisitando o conceito de experiência educativa em John Dewey]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Branco]]></surname>
<given-names><![CDATA[Maria Luísa]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,Universidade da Beira Interior  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2010</year>
</pub-date>
<volume>36</volume>
<numero>02</numero>
<fpage>599</fpage>
<lpage>610</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022010000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022010000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022010000200012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A compreensão da atualidade da proposta pedagógica de John Dewey requer uma análise cuidadosa do conceito de experiência educativa desenvolvido por esse autor. Efetivamente, a sua filosofia educativa está alicerçada numa teoria da experiência na medida em que se assenta numa conexão entre a experiência pessoal e a aprendizagem, tendo em vista o alargamento progressivo da primeira. Neste artigo, e com recurso a algumas das principais obras pedagógicas do autor, procedemos à caracterização do conceito de experiência educativa, começando por distingui-lo do conceito de experiência pura e simples. As dimensões fundamentais de qualquer experiência são a continuidade e a interação, distinguindo-se a experiência educativa pela qualidade dessas dimensões no sentido de proporcionar o desenvolvimento do sujeito, isto é, o crescimento e ampliação da sua experiência anterior. A partir da elucidação desse conceito, procuraremos de seguida compreender o impacto que essa concepção possui na organização de um ensino indireto, baseado numa busca cooperativa, e nas concepções de currículo e do papel do professor e do aluno. É ainda tendo em conta a centralidade do conceito de experiência educativa que elucidaremos o nexo profundo existente entre educação progressiva e educação democrática, cuja chave é a realidade social da inteligência potenciada em ambientes democráticos, além do nexo entre educação e democracia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Understanding the modernity of Dewey’s pedagogical proposal requires a careful appraisal of his concept of educative experience. Actually, his educational philosophy is grounded on a theory of experience, insofar as it rests upon a connection between personal experience and learning whose aim is the progressive enlargement of that experience. In the present article we make use of some of his main pedagogical works to characterize the concept of educative experience, starting with the distinction between educative experience and experience pure and simple. Whilst the fundamental dimensions of any experience are continuity and interaction, the educative experience is distinguished by the quality of these dimensions in promoting the subject's development, that is, the growth and widening of his/her previous experience. After clarifying this concept, we seek to understand its impact for the organization of an indirect teaching based on a cooperative search, and for conceptions of curriculum and the role of pupils and teacher. Still considering the centrality of the concept of educative experience, we try to unveil the deep nexus between progressive education and democratic education, whose key is the social reality of the intelligence heightened by democratic environments, apart from the nexus between education and democracy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Progressiva]]></kwd>
<kwd lng="pt"><![CDATA[Experiência Educativa]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Indireto]]></kwd>
<kwd lng="pt"><![CDATA[Educação Democrática]]></kwd>
<kwd lng="en"><![CDATA[Progressive Education]]></kwd>
<kwd lng="en"><![CDATA[Educative Experience]]></kwd>
<kwd lng="en"><![CDATA[Indirect Teaching]]></kwd>
<kwd lng="en"><![CDATA[Democratic Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O sentido da educa&ccedil;&atilde;o democr&aacute;tica: revisitando o conceito  de experi&ecirc;ncia educativa em John Dewey.</h2> <h3>The meaning of  democratic education: revisiting the concept of educative experience in John  Dewey.</h3>     <p>&nbsp;</p> <h4>Maria Lu&iacute;sa Branco    <br> </h4> </font>      ]]></body>
<back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GLASSMAN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Dewey and Vygotsky: society, experience and inquiry in educational practice.]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>maio</year>
<month> 2</month>
<day>00</day>
<volume>30</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>3-14</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KOSNOKI,]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Artful discussion: John Dewey's classroom as a model of deliberative association.]]></article-title>
<source><![CDATA[Political Theory]]></source>
<year>out </year>
<month>20</month>
<day>05</day>
<volume>33</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>654-677</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[O'BRIEN]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A response to "Dewey and Vygotsky: society, experience, and inquiry in educational practice".]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>jun.</year>
<month>/j</month>
<day>ul</day>
<volume>31</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>21-23</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SINGER]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Dewey's concept of community - a critique.]]></article-title>
<source><![CDATA[Journal of the History of Philosophy]]></source>
<year>1985</year>
<volume>23</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>555-569</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TEITELBAUM]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[APPLE]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[John Dewey.]]></article-title>
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year>jul.</year>
<month>/d</month>
<day>ez</day>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>194-201</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
