<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012015000200151</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v37i2.22666</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Imprensa pedagógica e o fazer historiográfico: o caso da Revista do Ensino (1929 - 1930)]]></article-title>
<article-title xml:lang="en"><![CDATA[The pedagogical press and historiographical action: the case of the Revista do Ensino (1929-1930)]]></article-title>
<article-title xml:lang="es"><![CDATA[Prensa pedagógica y el hacer historiográfico: el caso de la Revista do Ensino (1929 - 1930)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Biccas]]></surname>
<given-names><![CDATA[Maurilane de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Elaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<fpage>151</fpage>
<lpage>163</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012015000200151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012015000200151&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012015000200151&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo foi escrito com o objetivo de operar materialmente com a ideia de que a problematiza&#231;&#227;o deve ser o ponto focal de todo o fazer historiogr&#225;fico, da escrita da Hist&#243;ria, em espec&#237;fico da Hist&#243;ria da Educa&#231;&#227;o. Intentouse contribuir com a produ&#231;&#227;o j&#225; existente no campo da Hist&#243;ria da Educa&#231;&#227;o que utiliza os impressos pedag&#243;gicos como fontes privilegiadas, aqui tomadas &#224; an&#225;lise para responder de maneira complexa &#224;s perguntas: O que se pode fazer, em termos historiogr&#225;ficos, com uma fonte? Como se elege uma fonte? Quais possibilidades de adentrar os meandros que envolvem as tens&#245;es geradas no campo educacional ela pode revelar? Por que descrever a fonte? Qual relev&#226;ncia este procedimento apresenta para a opera&#231;&#227;o historiogr&#225;fica em particular, na opera&#231;&#227;o realizada com a imprensa especializada em educa&#231;&#227;o e ensino? A busca por respostas aos questionamentos suscitou reflex&#245;es afetas ao campo metodol&#243;gico do fazer historiogr&#225;fico da educa&#231;&#227;o, traz&#234;-las ao p&#250;blico &#233; partilhar resultados provindos do risco de aceitar evidenciar, por meio de produ&#231;&#227;o pr&#243;pria, resultados da opera&#231;&#227;o historiogr&#225;fica realizada com a Revista do Ensino de Minas Gerais, mais especificamente com a se&#231;&#227;o 'nossos concursos', com a premissa de que as fontes n&#227;o falam por si e n&#227;o existem a priori da sua elei&#231;&#227;o, como tal, pelo pesquisador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Current paper focuses on the idea that problematization should be the focal point of all historiographical activities, or rather, the writing of History, particularly the History of Education. The paper contributes towards the already existing production within the field of the History of Education that employs pedagogical printed texts as privileged sources which answer the following questions: What, in historiographical terms, may be done with a source? How is a source selected? Which possibilities may it reveal when it penetrates the meanderings that involve the tension produced within the educational field? Why should one describe a source? What is the relevance that such a procedure provides for historiographical activity, especially in activities with the specialized press focused on education and teaching? Responses give rise to discussion on the methodology of historiographical activities on Education. Their dissemination is sharing results, originating from the challenge in accepting the evidence, through one&#180;s production, results from the historiographical activity conducted on the Revista do Ensino, published in the state of Minas Gerais, Brazil. This is especially true for the section 'Our tests', or rather, the presupposition that the sources do not speak for themselves and there is no a priori selection by the researcher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo ha sido escrito con el objetivo de operar materialmente con la idea de que la problematizaci&#243;n debe ser el punto focal de todo el hacer historiogr&#225;fico de la escrita de la Historia, en espec&#237;fico de la Historia de la Educaci&#243;n. Se intent&#243; contribuir con la producci&#243;n ya existente en el campo de la Historia de la Educaci&#243;n, que utiliza los impresos pedag&#243;gicos como fuentes privilegiadas, aqu&#237; tomadas para el an&#225;lisis a fin de responder de manera compleja a las preguntas: &#191;Qu&#233; se le puede hacer, en t&#233;rminos historiogr&#225;ficos, con una fuente? &#191;C&#243;mo se elige una fuente? &#191;Cu&#225;les posibilidades de adentrar los enredos que envuelven las tensiones generadas em el campo educacional ella puede revelar? &#191;Por qu&#233; describir la fuente? &#191;Qu&#233; relevancia este procedimiento presenta para la operaci&#243;n historiogr&#225;fica, en particular, en la operaci&#243;n realizada con la prensa especializada en educaci&#243;n y ense&#241;anza? La b&#250;squeda por respuestas a los cuestionamientos suscit&#243; reflexiones acerca del campo metodol&#243;gico del hacer historiogr&#225;fico de la educaci&#243;n, traerlas al p&#250;blico es compartir resultados provenientes del riesgo de aceptar evidenciar, por medio de producci&#243;n propia, resultados de la operaci&#243;n historiogr&#225;fica realizada con la Revista do Ensino de Minas Gerais, m&#225;s espec&#237;ficamente con la secci&#243;n 'nuestros concursos', con la premisa de que las fuentes no hablan por s&#237; y no existen a priori de su elecci&#243;n, como tal, por el investigador.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Operação Historiográfica]]></kwd>
<kwd lng="pt"><![CDATA[Imprensa Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Revista do Ensino]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Historiographical Activity]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Press]]></kwd>
<kwd lng="en"><![CDATA[Revista do Ensino]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Operación Historiográfica]]></kwd>
<kwd lng="es"><![CDATA[Prensa Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Revista do Ensino]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
