<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2013000300014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pedagogia da essência e as bases epistemológicas da formação do professor no Ratio Studiorum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torra]]></surname>
<given-names><![CDATA[Carlos Henrique Martins]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Pura Lúcia Oliver]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corrêa]]></surname>
<given-names><![CDATA[Rosa Lydia Teixeira]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A14">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>13</volume>
<numero>40</numero>
<fpage>1083</fpage>
<lpage>1102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2013000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2013000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2013000300014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A reflexão aqui exposta visa a discutir sobre o arcabouço teórico-filosófico que sustenta a estruturação da pedagogia da essência no âmbito da prática e da ação jesuítica do início da sua fundação até a elaboração definitiva do plano de estudos da Companhia de Jesus, denominado Ratio Studiorum. Resulta da investigação da formação docente num período específico da história das práticas e ideias pedagógicas e seus distintivos peculiares, respaldada por elementos fundadores do pensamento ocidental, no tocante às bases filosóficas do conhecimento e da apropriação religiosa cristã de tais elementos. Ao formalizar a reflexão, o texto demonstra a necessidade de compreender o método desenvolvido pelos jesuítas nas inserções pedagógicas levadas a efeito nos Colégios da Ordem, pelo viés do princípio teórico, alimentado pelos estudos e documentos da Companhia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The reflection outlined here seeks to discuss the theoretical-philosophical assumptions that support the structure of the pedagogy of the essence in practice and Jesuit action from the beginning of its foundation until the finalization of the Study Plan of the Society of Jesus, known as Ratio Studiorum. Such reflection results from the investigation of teacher formation in a specific period of history practices and pedagogical ideas and their distinctive badges, backed by founding elements of Western thought, with respect to the philosophical knowledge foundations and ownership of such Christian religious elements. By formalizing the reflection, the paper demonstrates the need for understanding the method developed by the Jesuits in the teaching insertions carried out in the Colleges of the Order, via theoretical principles studies, supplied by the Company’s documents and studies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia da Essência]]></kwd>
<kwd lng="pt"><![CDATA[Formação do Professor]]></kwd>
<kwd lng="pt"><![CDATA[Ratio Studiorum]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of the Essence]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Ratio Studiorum]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A  pedagogia da ess&ecirc;ncia e as bases epistemol&oacute;gicas da forma&ccedil;&atilde;o do professor no  Ratio Studiorum.</h2> <h3>The pedagogy of the essence and epistemological  foundations of teacher education in the Ratio Studiorum.</h3>     <p>&nbsp;</p> <h4>Carlos  Henrique Martins Torra, Pura L&uacute;cia Oliver Martins, Rosa Lydia Teixeira Corr&ecirc;a</h4> </font>      ]]></body><back>
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</article>
