<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102019000200242</article-id>
<article-id pub-id-type="doi">10.4013/edu.2019.232.03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação moral em Emile Durkheim e as disputas contemporâneas em torno do sistema formal de ensino brasileiro]]></article-title>
<article-title xml:lang="en"><![CDATA[The Moral Education in Emile Durkheim and the contemporary struggles for control surrounding the Brazilian formal schooling system]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lessa]]></surname>
<given-names><![CDATA[Bruno de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Ana Clara Aparecida Alves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caregnato]]></surname>
<given-names><![CDATA[Célia Elizabete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Programa de Pós-Graduação em Administração ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>242</fpage>
<lpage>256</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102019000200242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102019000200242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102019000200242&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio tem como objetivo discorrer sobre o papel da educação para a construção da moral a partir de Emile Durkheim e os avanços conservadores orientados ao controle sobre o sistema formal de ensino. Compreende-se que os movimentos por educação conservadora, como denominaremos, lastreados por uma ideia hiperindividualizada e opaca de sujeito, desconstroem o paradigma educacional iluminista preconizado pelo mestre francês. Tais movimentos elaboram essa desconstrução, porém não sugerem claramente uma proposição sobre que tipo de indivíduo e sociedade emergiriam ao final da passagem pelo sistema. Essa articulação anti-propositiva e anti-moderna tem o potencial, em verdade, de conduzir a sociedade muito mais a um estado anômico do que para fazer emergir estruturas sociais mais coesas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay has the objective to dissert about the role of education to the construction of moral for the sociologist Emile Durkheim relating it to the conservative advancements oriented to the control of the formal schooling system. It is understood that movements for a conservative education, as we have denominated them, founded by a hyperindividualized and blurred idea of individual, turn out deconstructing the illuminist paradigm of education preconized by the French master. These movements elaborate such deconstruction, but do not put forward clearly any proposition of what kind of individual or society emerge at the end of their alleged schooling system. In effect, this anti-purposeful and anti-modern articulation has the potential to conduct society much more to an anomic state than to bring about indeed cohesive social structures.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Durkheim]]></kwd>
<kwd lng="pt"><![CDATA[Educação Moral]]></kwd>
<kwd lng="pt"><![CDATA[Moralidade]]></kwd>
<kwd lng="pt"><![CDATA[Escola Sem Partido]]></kwd>
<kwd lng="en"><![CDATA[Durkheim]]></kwd>
<kwd lng="en"><![CDATA[Moral Education]]></kwd>
<kwd lng="en"><![CDATA[Morality]]></kwd>
<kwd lng="en"><![CDATA[Non-partisan School]]></kwd>
</kwd-group>
</article-meta>
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