<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442020000100233</article-id>
<article-id pub-id-type="doi">10.5902/1984644435706</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Condorcet: Pressupostos e Relevância da Instrução Pública]]></article-title>
<article-title xml:lang="en"><![CDATA[Condorcet: Assumptions and Relevance of Public Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Josilene Souza Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fontes]]></surname>
<given-names><![CDATA[Márcia dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Rita de Cácia Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[Aracaju Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442020000100233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442020000100233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442020000100233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Tido como um dos últimos filósofos iluministas na França, o Marquês de Condorcet aliou o ideal de esclarecimento humano a uma proposta política de concretização desse ideal quando, em 1792, entregou um relatório propondo um plano completo de organização da instrução nacional que tinha como fundamento o exercício da liberdade e a defesa da igualdade capaz de excluir toda e qualquer dependência. Tal proposta ficou conhecida como as Cinco Memórias sobre a Instrução Pública. A fim de compreendermos o teor e a relevância dessa proposta, trilharemos o seguinte percurso: 1. Analisaremos como o modo de instrução defendido por ele busca ser o viés condutor e conjugador do saber universal, tal como se encontra elaborado num dado momento histórico, e o saber elementar, processo que tem como pressuposto a compreensão de perfectibilidade humana; 2. Apresentaremos a proposta educacional de Condorcet nas três etapas do seu projeto de instrução buscando abarcar seus pressupostos numa compreensão de pessoa humana e de progresso do espírito humano; 3. Tais pressupostos e métodos produz algumas implicações que podem ser expressas nas questões que nos guiarão: visto ser todo indivíduo naturalmente dado à perfectibilidade, donde provém a necessidade de sermos instruídos? De que modo podem ser conjugadas, na prática educativa, a liberdade e a &#8220;igualdade de fato&#8221;, consequentes da proposta de uma instrução pública universalizante? Pretendemos, portanto, lançar um pouco de luz sobre as concepções que servem de base sólida a Condorcet para que, como um espelho, nos permita refletir sobre a presente condição da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT As one of the last Enlightenment philosophers in France, the Marquis de Condorcet combined the ideal of human enlightenment with a political proposal for the realization of this ideal when, in 1792, he submitted a report proposing a complete plan for the organization of national instruction based on the exercise of freedom and the defense of equality capable of excluding any dependency. Such a proposal became known as the Five Memories on Public Instruction. In order to understand the content and relevance of this proposal, we will look at the following path: 1. We will analyze how the mode of instruction defended by it seeks to be the leading and conjugal bias of universal knowledge, as it is elaborated in a given historical moment, and elementary knowledge, a process that presupposes the understanding of human perfectibility; 2. We will present Condorcet's educational proposal in the three stages of his instructional project, seeking to include his presuppositions in an understanding of the human person and progress of the human spirit; 3. These presuppositions and methods produce some implications that can be expressed in the questions that will guide us: since every individual is naturally given to perfectibility, where does the need arise for us to be educated? In what way can freedom and "de facto equality", as a result of the proposal of a universalizing public education, be conjugated in educational practice? We intend, therefore, to shed some light on the conceptions that serve as a solid basis for Condorcet so that, as a mirror, we can reflect on the present condition of education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação pública]]></kwd>
<kwd lng="pt"><![CDATA[Igualdade]]></kwd>
<kwd lng="pt"><![CDATA[Progresso humano]]></kwd>
<kwd lng="en"><![CDATA[Public education]]></kwd>
<kwd lng="en"><![CDATA[Equality]]></kwd>
<kwd lng="en"><![CDATA[Human Progress]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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