<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000200341</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.61803</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RENÉ DESCARTES: sua contribuição para a ciência moderna e o impacto das suas ideias na educação]]></article-title>
<article-title xml:lang="en"><![CDATA[RENÉ DESCARTES: his contribution to modern science and the impact of his ideas on education]]></article-title>
<article-title xml:lang="es"><![CDATA[RENÉ DESCARTES: su contribución a la ciencia moderna y el impacto de sus ideas en la educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lelis]]></surname>
<given-names><![CDATA[Diego Andrade de Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquida]]></surname>
<given-names><![CDATA[Peri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira Junior]]></surname>
<given-names><![CDATA[Abdias Rodrigues de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>69</numero>
<fpage>341</fpage>
<lpage>353</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000200341&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000200341&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000200341&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A história humana mistura-se a busca pela verdade. Nos mais diversos tempos e por inúmeros meios se defendeu possuí-la. Essa busca também foi a de Descartes (1596-1650), através da constituição de um método. Diante disto, objetiva-se, para este artigo, por meio de um estudo de natureza exegéticohermenêutica (Gadamer, 1999; Heidegger, 2007; Habermas, 2013) com abordagem qualitativa (Bogdan &amp; Biklen, 1994), discutir sobre a contribuição de Descartes na fundamentação do sistema científico moderno e o impacto de suas ideias na educação. Os principais resultados apontam que a criação do método fiável e verificável foi fator decisivo para o desenvolvimento do sistema científico moderno. Descartes não se dedicou a tecer reflexões diretas para o sistema escolar, contudo, apregoam ao seu método a base para do fragmentação do conhecimento e do ensino, mas foi verificado que em sua teoria e método não há fundamento para a separação das partes sem que haja também a junção dessas partes ao todo, concluindose, portanto, que a fragmentação da ciência e do ensino não tem fundamento direto no método cartesiano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The human history is mixed with the search for truth. In the most diverse times and by innumerable ways it was defended to possess it. This search also went to Descartes (1596-1650), through the constitution of a method. Given this, the objective is, for this article, through a exegetical-hermeneutics (Gadamer, 1999; Heidegger, 2007; Habermas, 2013) with a qualitative approach (Bogdan &amp; Biklen, 1994), to discuss Descartes' contribution in the foundation of the modern scientific system and the impact of his ideas on education. The main results show that the creation of a reliable and verifiable method was a decisive factor for the development of the modern scientific system. Descartes did not dedicate himself to weaving direct reflections on the school system, however, they claim their method as the basis for the fragmentation of knowledge and teaching, but it was found that in their theory and method there is no basis for the separation of the parts without there being also the joining of these parts to the whole, concluding, therefore, that the fragmentation of science and teaching is not based on the Cartesian method.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La historia humana se mezcla con la búsqueda por la verdad. En las más diversas épocas y por innumerables medios se defendió poseerlo. Esta búsqueda también fue la de Descartes (1596-1650), a través de la constitución de un método. Ante esto, el objetivo para este artículo es, a través de un estudio exegéticohermenéutico (Gadamer, 1999; Heidegger, 2007; Habermas, 2013) con un enfoque cualitativo (Bogdan &amp; Biklen, 1994), discutir la contribución de Descartes en la fundación del sistema científico moderno y el impacto de sus ideas en la educación. Los principales resultados muestran que la creación de un método confiable y verificable fue un factor decisivo para el desarrollo del sistema científico moderno. Descartes no se dedicó a tejer reflexiones directas sobre el sistema escolar, sin embargo, reclaman su método como base para la fragmentación del conocimiento y la enseñanza, pero se encontró que en su teoría y método no hay base para la separación de los conocimientos y la enseñanza in partes sin que exista también la unión de estas partes al todo, concluyendo, por tanto, que la fragmentación de la ciencia y la enseñanza no se basa de modo directo en el método cartesiano.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Descartes]]></kwd>
<kwd lng="pt"><![CDATA[Ciência Moderna]]></kwd>
<kwd lng="pt"><![CDATA[Educação.]]></kwd>
<kwd lng="en"><![CDATA[Descartes]]></kwd>
<kwd lng="en"><![CDATA[Modern Science]]></kwd>
<kwd lng="en"><![CDATA[Education.]]></kwd>
<kwd lng="es"><![CDATA[Descartes]]></kwd>
<kwd lng="es"><![CDATA[Ciencia Moderna]]></kwd>
<kwd lng="es"><![CDATA[Educación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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