<?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>2236-3459</journal-id>
<journal-title><![CDATA[História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Hist. Educ.]]></abbrev-journal-title>
<issn>2236-3459</issn>
<publisher>
<publisher-name><![CDATA[Associação Sul-Rio-Grandense de Pesquisadores em História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2236-34592013000300079</article-id>
<article-id pub-id-type="doi">10.1590/S2236-34592013000300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Museu escolar: sentidos, propostas e projetos para a escola primária (séculos 19 e 20)]]></article-title>
<article-title xml:lang="en"><![CDATA[School museum: meanings, proposals and projects for elementary school (19th and 20th centuries)]]></article-title>
<article-title xml:lang="es"><![CDATA[Museo escolar: sentidos, propuestas y proyectos para la escuela primaria (siglos 19 y 20)]]></article-title>
<article-title xml:lang="fr"><![CDATA[Musée scolaire : sens, propositions et projets pour l'école primaire (19ème et 20ème siècles)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petry]]></surname>
<given-names><![CDATA[Marilia Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Vera Lucia Gaspar da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2013</year>
</pub-date>
<volume>17</volume>
<numero>41</numero>
<fpage>79</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592013000300079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592013000300079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592013000300079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente artigo tem como objeto de estudo os museus escolares introduzidos em escolas brasileiras no final do s&#233;culo 19 e ao longo do s&#233;culo 20. Sua motiva&#231;&#227;o partiu da constata&#231;&#227;o que existiram diversas propostas, formas de operacionalizar e diferentes objetos nomeados museus escolares. Buscamos, a partir disso, identificar diferen&#231;as em impressos pedag&#243;gicos e na legisla&#231;&#227;o do ensino, privilegiando o Estado de Santa Catarina como contexto de refer&#234;ncia para mobilizar o segundo tipo documental. Como resultado, chegamos a seis acep&#231;&#245;es que assumem formatos distintos, embora visem ao mesmo objetivo: tornar os meios de ensino mais concretos. Apresentar tais acep&#231;&#245;es &#233; o objetivo principal deste artigo, que se insere na discuss&#227;o acerca dos materiais de ensino e de sua introdu&#231;&#227;o na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present article study objects are the school museums introduced into Brazilian schools in the end of the 19th century and during the 20th. Its motivation was based upon the finding of several proposals, ways of operationalize and different objects named school museums. From this the identification of differences in pedagogical texts and educational legislation has been sought, privileging the state of Santa Catarina as referential context to mobilize the second documental type. As a result, six meanings have been reached, each taking a distinct format although aiming the same goal: To make educational means more concrete. To present such meanings is the main objective of this article, which is inserted in the discussions about teaching materials and their introduction in schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El objeto de estudio del presente art&#237;culo son los museos escolares introducidos en las escuelas brasile&#241;as al final del siglo 19 y a lo largo del siglo 20. El estudio fue motivado por la constataci&#243;n de diversas propuestas, formas de operacionalizar y diferentes objetos denominados museos escolares. Buscamos, entonces, identificar diferencias en impresos pedag&#243;gicos y en la legislaci&#243;n de la ense&#241;anza, privilegiando el Estado de Santa Catarina como contexto de referencia para movilizar el segundo tipo documental. Como resultado, llegamos a seis acepciones que asumen formatos distintos, aunque objetiven lo mismo: tornar los medios de ense&#241;anza m&#225;s concretos. El principal objetivo de este art&#237;culo es presentar tales acepciones, que se insertan en la discusi&#243;n acerca de los materiales de ense&#241;anza y su introducci&#243;n en la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Cet article a pour objet d'&#233;tudes les mus&#233;es scolaires introduits dans les &#233;coles br&#233;siliennes &#224; la fin du 19&#232;me si&#232;cle et au cours du 20&#232;me si&#232;cle. Il a &#233;t&#233; &#233;crit en raison du constat de l'existence de plusieurs propositions, de diff&#233;rentes formes d'op&#233;ration et de divers objets nomm&#233;s mus&#233;es scolaires. Nous avons cherch&#233;, &#224; partir de ce constat, &#224; identifier des diff&#233;rences dans des imprim&#233;s p&#233;dagogiques et dans la l&#233;gislation de l'enseignement, en focalisant l'&#233;tat de Santa Catarina, en tant que contexte de r&#233;f&#233;rence, afin de mobiliser le deuxi&#232;me genre documentaire. Nous avons abouti &#224; six acceptions qui prennent diff&#233;rentes formes, malgr&#233; le fait qu'elles aient le m&#234;me but: rendre plus concrets les moyens de l'enseignement. Pr&#233;senter ces acceptions constitue le principal objectif de cet article qui int&#232;...]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[: Museu Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Museu Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Objetos Escolares]]></kwd>
<kwd lng="pt"><![CDATA[Espaço Escolar.]]></kwd>
<kwd lng="en"><![CDATA[School Museum]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Museum]]></kwd>
<kwd lng="en"><![CDATA[School Objects]]></kwd>
<kwd lng="en"><![CDATA[School Space.]]></kwd>
<kwd lng="es"><![CDATA[Museo Escolar]]></kwd>
<kwd lng="es"><![CDATA[Museo Pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Objetos Escolares]]></kwd>
<kwd lng="es"><![CDATA[Espacio Escolar.]]></kwd>
<kwd lng="fr"><![CDATA[Musée Scolaire]]></kwd>
<kwd lng="fr"><![CDATA[Musée Pédagogique]]></kwd>
<kwd lng="fr"><![CDATA[Objets Scolaires]]></kwd>
<kwd lng="fr"><![CDATA[Espace Scolaire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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