<?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>S2236-34592017000300021</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/71138</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A MATRIZ PEDAGÓGICA JESUÍTA E A SISTEMÁTICA ESCOLAR MODERNA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE JESUITS PEDAGOGIC MATRIX AND THE MODERN EDUCATION SYSTEM]]></article-title>
<article-title xml:lang="es"><![CDATA[EL MODELO PEDAGÓGICO JESUITA Y EL SISTEMA EDUCATIVO MODERNO]]></article-title>
<article-title xml:lang="fr"><![CDATA[LA MATRICE PEDAGOGIQUE JESUITE ET LA SYSTEMATIQUE SCOLAIRE MODERNE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Teresa Maria Rodrigues da Fonseca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>21</volume>
<numero>53</numero>
<fpage>21</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592017000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592017000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592017000300021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Ratio foi, como o pr&#243;prio nome indica, a ordena&#231;&#227;o ou sistematiza&#231;&#227;o dos estudos, a primeira que se fez no mundo. Se algumas das caracter&#237;sticas da metodologia que os primeiros Jesu&#237;tas aplicavam &#224; educa&#231;&#227;o podem parecer demasiado simples, ou mesmo elementares, t&#234;m nos nossos dias a sua atualidade. A emula&#231;&#227;o foi um dos motores da pedagogia dos Jesu&#237;tas: Honesta aemulatio chama-lhe a Ratio, Sancta aemulatio haviam-lhe chamado as Constitui&#231;&#245;es. O facto de a emula&#231;&#227;o ser uma componente fundamental da pedagogia Jesu&#237;ta, levou a que os seus alunos estivessem constantemente ativos e, desse modo, participassem, empenhadamente, no processo ensino-aprendizagem. Este estudo permitiu-nos concluir, que estamos perante um modelo de grande contemporaneidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Ratio consisted in the systematization and ordering of studies which was unique worldwide. Even if some of the characteristics of the educational methodology, followed by the first Jesuits, appeared to be rather simple, or even elementary, it is still applicable nowadays. The emulation has been one of the main drivers of Jesuit&#8217;s pedagogy: Honesta aemulatio called by Ratio or Sancta aemulatio called by Constitutions. The emulation, as one of the key components of Jesuit pedagogy, led its learners to have an active role and consequently to participate with enthusiasm in the teaching-learning process. The development of this study contributed to conclude that this model is still maintain great contemporaneity. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Ratio fue, como su propio nombre indica, la ordenaci&#243;n o sistematizaci&#243;n de los estudios, la primera que tuvo lugar en todo el mundo. Si algunas de las caracter&#237;sticas de la metodolog&#237;a que los primeros jesuitas aplicaron a la educaci&#243;n pueden parecer demasiado simples, o incluso elementales, este hecho recobra todo el sentido en la actualidad. El est&#237;mulo fue siempre uno de los motores de la pedagog&#237;a de los jesuitas: Honesta aemulatio lo denomina la Ratio, Sancta aemulatio lo hab&#237;an llamado las Constituciones. El hecho de que la emulaci&#243;n fuera un componente fundamental de la pedagog&#237;a jesuita implicaba permanentemente a los alumnos en el proyecto y que, de ese modo, participasen de forma activa en el proceso de ense&#241;anza-aprendizaje. Este estudio nos ha permitido concluir que estamos ante un modelo de gran contempor&#225;neo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233; Le Ratio fut, comme son nom l&#8217;indique, l&#8217;ordination ou la syst&#233;matisation des &#233;tudes, la premi&#232;re jamais effectu&#233;e. Si certaines des caract&#233;ristiques de la m&#233;thodologie appliqu&#233;e &#224; l&#8217;&#233;ducation par les premiers J&#233;suites peuvent para&#238;tre simples, voire simplistes, elles ont encore toute leur place de nos jours. L&#8217;&#233;mulation a &#233;t&#233; l&#8217;un des moteurs de la p&#233;dagogie des J&#233;suites: le Ratio l&#8217;appelle Honesta aemulatio tandis que les Constitutions l&#8217;avaient baptis&#233;e Sancta aemulatio. Le fait que l&#8217;&#233;mulation soit une composante fondamentale de la p&#233;dagogie j&#233;suite a conduit ses &#233;l&#232;ves &#224; &#234;tre constamment acteurs et, ainsi, &#224; participer vigoureusement au processus enseignement-apprentissage. Cette &#233;tude nous a permis de conclure au caract&#232;re grand contemporain de ce mod&#232;le.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[instituições inacianas]]></kwd>
<kwd lng="pt"><![CDATA[Ratio Studiorum]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[motivação.]]></kwd>
<kwd lng="en"><![CDATA[inatian Institutions]]></kwd>
<kwd lng="en"><![CDATA[Ratio Studiorum]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="es"><![CDATA[instituciones ignacianas]]></kwd>
<kwd lng="es"><![CDATA[Ratio Studiorum]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="fr"><![CDATA[institutions ignatiennes]]></kwd>
<kwd lng="fr"><![CDATA[Ratio Studiorum]]></kwd>
<kwd lng="fr"><![CDATA[enseignement]]></kwd>
<kwd lng="fr"><![CDATA[motivation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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