<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792022000100118</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v18i49.8476</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O REFORMISMO CAPITALISTA E OS CONTRASSENSOS ENTRE O MOVIMENTO ESCOLA NOVA E A EDUCAÇÃO SOCIALISTA]]></article-title>
<article-title xml:lang="en"><![CDATA[CAPITALIST REFORMISM AND THE CONTRADICTIONS BETWEEN NEW SCHOOL MOVEMENT AND SOCIALIST EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[EL REFORMISMO CAPITALISTA Y LOS DISPARATES ENTRE EL MOVIMIENTO ESCUELA NUEVA Y LA EDUCACIÓN SOCIALISTA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Adelson Ferreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Suzana dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>49</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792022000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792022000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792022000100118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A educação em face da vida em sociedade modificada pela industrialização do século XX e as implicações decorrentes da ordem social capitalista, nos ideais de trabalho e formação humana, induziram reformas no sistema educacional que perduram, ainda, no século XXI, assentadas, por um lado, na tradição do Movimento Escola Nova e, por outro, na tradição socialista. E, nesse campo de força, as reformas continuam situadas, impondo obstáculos à emancipação humana, à transformação social e à soberania popular. Nessa perspectiva, este artigo examina essa problemática tomando como base duas obras fundamentais: Introdução ao Estudo da Escola Nova, de Lourenço Filho, do século XX e Educação para Além do Capital, de István Mészáros, do século XXI. A primeira referência postula uma revisão crítica do sistema de ensino, por meio de influência de determinações do industrialismo da época; e a segunda, se caracteriza por postular uma ruptura com o tipo de educação forjada dentro da ordem social capitalista e suas determinações reprodutivas. Questiona-se a lógica da dependência, da hierarquização e da verticalização das relações de trabalho do mundo industrial transposta ao campo da educação por meio de arranjos centrados nos acordos da V Conferência Mundial da Escola Nova de 1929. Essa lógica resultou na negação dos modos elementares da vida cotidiana brasileira e, além disso, numa educação adaptada aos ditames do mercantilismo, de uma ética utilitarista e ao estado de coisificação do homem, fragilizado pela subordinação estatal frente ao sistema de produção capitalista e a tirania do autoritarismo político.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Education in face of life in society modified by 20th century industrialization and the consequent implication of capitalist social order, in the ideals of work and human education, have induced reforms in the educational system that long, still in the 21st century, layered, on one hand, by the tradition of New School Movement, and, on the other hand, by socialist tradition. In addition, in this force field, the reforms continue placed, putting obstacles to human emancipation, to social transformation and to popular sovereignty. The present paper exams this problematics grounded in two fundamental works: Lourenço Filho&#8217;s Introdução ao Estudo da Escola Nova [Introduction to the Study of New School] from the 20th century, and István Mészáros&#8217; Education beyond Capital, from the 21st century. It questions the logic of dependency, hierarchization and verticalizacion of work relationship from the industrial world transposed to the educational field by means of arrangement centered mainly of the agreements of the 1929 Fifth International Conference. That logic resulted in the negation of the elementary ways of daily Brazilian life, and besides, in an education adapted to mercantilism dictates, of a utilitarian ethic and to the state of thing of man, fragile by the state subordination of production system and by the tyranny of political authoritarianism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La educación en fase de la vida en sociedad modificada por la industrialización del siglo XX y las implicación decurrentes de la orden social capitalista, en los ideales de trajo y formación humana, han inducido reformas en lo sistema educacional que perduran aunque en el siglo XXI, asentadas por un lado, en la tradición del Movimiento Escuela Nueva, y por otro lado, en la tradición socialista. Y, en eso campo de fuerza, las reformas continúan situadas, imponiendo obstáculos a la emancipación humana, a la transformación social y a la soberanía popular. Ese artículo examina esa problemática tomando como base dos obras fundamentales: Introdução ao Estudo da Escola Nova [Introducción al estudio de la Escuela Nueva] de Lourenço Filho, en el siglo XX y La Educación más Allá del Capital, de István Mészáros, del siglo XXI. El artículo cuestiona la lógica de la dependencia, de la jerarquización y da verticalización de las relaciones de trabajo del mondo industrial transpuesta al campo de la educación por medio de arreglos centrados, básicamente, en los acuerdos de la V Oficina Internacional de las Escuelas Nuevas de 1929. Esa lógica ha resultado en la negación de los modos elementares de la vida cotidiana brasileña y, además, en una educación adaptada a las ditas del mercantilismo, de una ética utilitarista y al estado de cosificación del hombre, fragilizado por la subordinación estatal del sistema de producción y por la tiranía del autoritarismo político.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[reformismo capitalista]]></kwd>
<kwd lng="pt"><![CDATA[escola nova]]></kwd>
<kwd lng="pt"><![CDATA[educação socialista]]></kwd>
<kwd lng="en"><![CDATA[capitalist reformism]]></kwd>
<kwd lng="en"><![CDATA[new school]]></kwd>
<kwd lng="en"><![CDATA[socialist education]]></kwd>
<kwd lng="es"><![CDATA[reformismo capitalista]]></kwd>
<kwd lng="es"><![CDATA[escuela nueva]]></kwd>
<kwd lng="es"><![CDATA[educación socialista]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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