<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932021000100116</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v26e2021a5326</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[School and human formation: an ever-postponed proposal]]></article-title>
<article-title xml:lang="pt"><![CDATA[A escola e a formação humana: uma proposta sempre adiada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valle]]></surname>
<given-names><![CDATA[Lílian de Aragão Bastos do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frambach]]></surname>
<given-names><![CDATA[Danilo Bantim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Centro de Educação e Humanidades Programa de Pós-Graduação em Artes]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Centro de Educação e Humanidades Departamento de Estudos da Subjetividade e Formação Humana]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932021000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932021000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932021000100116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The public school was born as an institution responsible for the common formation of citizens, for their insertion in the same culture, thus forming a nation. However, the victory of liberalism very early transformed this task into an instructional practice, relegating the body, the arts, and the human sensitivity to an accessory place in the school path. On the other hand, nowadays, the institution&#8217;s monopoly over public education is threatened by the revolution in information and communication technologies, responsible for an overwhelming cultural transformation. With all these challenges, how could one think about school today? Would it be possible, given the individualism and immediacy of contemporary society, to think of its task as the practice of human formation? To answer these questions, this paper aims to analyze the historical moment that made possible the birth of cognitivism, its impacts on the idea of public school and how, along with the liberal project, it ignored the body in the process of human formation, reducing it to the simple task of instruction. Moreover, this work aims to make a critical exam of the employment of digital media in education, since it represents not only new possibilities for the school to revive the human formation ideal, but also new challenges to the public school project.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A escola pública nasce como instituição responsável pela formação comum dos cidadãos por meio de sua inserção em uma mesma cultura, formando, assim, uma nação. No entanto, a vitória do liberalismo acabou por, já muito cedo, transformar essa tarefa numa prática de instrução, relegando o corpo, as artes e a sensibilidade humana a um lugar de acessório no trajeto escolar. Nos dias de hoje, o monopólio que a instituição tinha sobre a instrução pública se vê ameaçado pela revolução das tecnologias de comunicação e informação, responsável por uma avassaladora transformação cultural. Com todos esses desafios, como se poderia pensar na escola hoje? Seria possível, diante do individualismo e imediatismo da sociedade atual, pensar na sua tarefa como a prática de formação humana? Para responder essas questões, serão analisados o momento histórico que tornou possível o nascimento do cognitivismo, seu impacto na ideia de escola pública e como ele, junto do projeto liberal, ignorou o corpo no processo de formação humana, reduzindo a escola pública à simples tarefa da instrução. Além disso, o trabalho visa realizar um exame crítico do emprego das mídias digitais na educação, já que elas representam não apenas novas possibilidades para que a escola reviva o ideal de formação humana, mas também novos desafios para o projeto de escola pública.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Cognitivism]]></kwd>
<kwd lng="en"><![CDATA[Humam formation]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of education]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="pt"><![CDATA[Cognitivismo]]></kwd>
<kwd lng="pt"><![CDATA[Formação humana]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia da educação]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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