<?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>S2236-34592018000300125</article-id>
<article-id pub-id-type="doi">10.1590/2236-3459/75709</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[POR UNA EDUCACIÓN PARA TODOS: LAS PERSPECTIVAS FORMATIVAS EN DOS PERIÓDICOS REVOLUCIONARIOS DURANTE LAS PRIMERAS DÉCADAS DEL SIGLO XX]]></article-title>
<article-title xml:lang="pt"><![CDATA[POR UMA EDUCAÇÃO PARA TODOS: AS PERSPECTIVAS FORMATIVAS EM DOIS JORNAIS REVOLUCIONÁRIOS DURANTE AS PRIMEIRAS DÉCADAS DO SÉCULO XX]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATION FOR ALL: FORMATIVE PERSPECTIVES IN TWO REVOLUTIONARY NEWSPAPERS DURING THE FIRST DECADES OF THE TWENTIETH CENTURY]]></article-title>
<article-title xml:lang="fr"><![CDATA[L'ÉDUCATION POUR TOUS: LES PERSPECTIVES DE FORMATION DANS DEUX JOURNAUX RÉVOLUTIONNAIRES AU COURS DES PREMIÈRES DÉCENNIES DU XXE SIÈCLE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trujillo]]></surname>
<given-names><![CDATA[Eduard Esteban Moreno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad La Gran Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>56</numero>
<fpage>125</fpage>
<lpage>145</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2236-34592018000300125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2236-34592018000300125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2236-34592018000300125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este texto es realizar un análisis del discurso en torno a la formación de los sectores populares expuesto por dos importantes periódicos radicales de comienzos del siglo XX en Brasil y Colombia. Para el caso Colombiano se aborda el estudio del periódico La Humanidad entre los años 1925 y 1927. Para el caso brasilero se estudia el periódico A Plebe entre 1917 y 1920. Así, en el contexto de una fuerte movilización popular derivada de la cuestión social, además de la párvula constitución del campo de la izquierda local, los intelectuales-populares que escribieron en las páginas de estos periódicos concibieron una educación &#8220;racionalista&#8221; e inclusiva dirigida a los sectores populares. A partir de la construcción colectiva de un sentido educativo, se compusieron complejos imaginarios sobre el ser obrero y popular, sobre el pasado y el futuro, pero sobre todo, de las lógicas que debían guiar la revolución como un ejercicio formativo. De este modo, el proceso educativo fue concebido como el devenir de la conciencia y el descubrimiento de la verdad &#8220;científica&#8221;. El texto desarrollará cuatro momentos: 1. Los contextos sociales y políticos; 2. Los periódicos como mecanismos de difusión de las ideas; 3. Los discursos educativos expuestos por los textos; 4. Finalmente se plantea una suerte de conclusión en torno a los condicionamientos metodológicos de la comparación, y los alcances de los discursos educativos con relación a la práctica de los sujetos y la posible mirada del historiador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do texto é realizar um analise do discurso em torno a formação dos setores populares exposto por dois importantes jornais radicais na virada do século XX em Brasil e na Colômbia. Para o caso colombiano se aborda o estudo do periódico La Humanidad entre os anos 1917 e 1920. Para o caso brasileiro estuda-se o jornal A Plebe entre 1917 e 1920. Assim, no contexto de uma forte mobilização popular derivada da questão social, além da constituição do campo da esquerda local, os intelectuais-populares que escreveram nas páginas destes jornais conceberam uma educação &#8220;racionalista&#8221; e inclusiva dirigida aos setores populares. Ao partir da construção coletiva de um sentido educativo, compuseram-se intricados imaginários a respeito do ser proletário e popular, sobre o passado e o futuro, mas, sobretudo, das logicas que deveriam guiar a revolução como exercício formativo. De tal modo, o processo educativo foi concebido como o devir da consciência e a descoberta da verdade &#8220;cientifica&#8221;. O texto desenvolverá quatro momentos: 1. Os contextos sociais e políticos; 2. Os periódicos como mecanismo de difusão das ideias; 3. Os discursos educativos expostos nos jornais; 4. Finalmente, propunha-se uma conclusão sobre os condicionamentos metodológicos da comparação, assim como dos limites dos discursos educativos frente às práticas dos sujeitos e a mirada do historiador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this text is to analyze the discourse about the formation of popular sectors exposed by two important radical newspapers of the early twentieth century in Brazil and Colombia. For the Colombian case the study of the newspaper Humanity between the years 1925 and 1927 is approaching. In the Brazilian case the newspaper A Plebe is studied between 1917 and 1920. Thus, in the context of a strong popular mobilization derived from the social question, in addition to the constitution of the field of the local left, the popular intellectuals who wrote in the pages of these newspapers conceived a "rationalist" and inclusive education directed to the popular sectors. For the collective construction of an educational sense, imaginary complexes were built on worker and popular being, on the past and the future, but above all on the logic that should guide the revolution as a formative exercise. In this way, the educational process was conceived as the becoming of consciousness and the discovery of "scientific" truth. The paper will develop four moments: 1. The social and political contexts; 2. The newspapers as mechanisms of diffusion of ideas; 3. The educational discourses exposed by the texts; 4. Finally, a kind of conclusion about the methodological conditioning of the comparison, and the scope of the educational discourses in relation to the practice of the subjects and the possible view of the historian.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le but de cet article est d'analyser le discours sur la formation des secteurs populaires exposés par deux journaux radicaux majeurs du début du XXe siècle, au Brésil et en Colombie. Pour l'étude de cas de la Colombie des adresses de l'humanité journal entre 1925 et 1927. Pour le journal brésilien une plèbe cas est étudiée entre 1917 et 1920. Ainsi, dans le contexte d'une forte mobilisation populaire résultant de la question sociale, plus de parvulo à la constitution du champ des intellectuels populaires gauches locaux qui ont écrit dans les pages de ces journaux mis au point un « rationaliste » et l'éducation inclusive destinée aux masses. De la construction collective d'un sens éducatif, complexe imaginaire sur les travailleurs et les personnes se trouvant sur le passé et l'avenir, mais surtout, de la logique qui doit guider la révolution comme un exercice de formation dont ils ont été composés. Ainsi, le processus éducatif a été conçu comme l'évolution de la conscience et la découverte de la vérité &#8220;scientifique&#8221;. Le document développera quatre étapes: 1. Les contextes sociaux et politiques; 2. Journaux comme des idées de mécanismes de difusión; 3. Discours pédagogiques présentés par les textes; 4. Enfin, une sorte de conclusion sur le conditionnement méthodologique de la comparaison, et la portée des discours éducatifs en relation avec la pratique des sujets et la vision possible de l'historien]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[historia comparada]]></kwd>
<kwd lng="es"><![CDATA[intelectuales-populares]]></kwd>
<kwd lng="es"><![CDATA[formación libertaria]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[história comparada]]></kwd>
<kwd lng="pt"><![CDATA[intelectuais-populares]]></kwd>
<kwd lng="pt"><![CDATA[formação libertaria]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[comparative history]]></kwd>
<kwd lng="en"><![CDATA[intellectual-popular]]></kwd>
<kwd lng="en"><![CDATA[libertarian formation]]></kwd>
<kwd lng="fr"><![CDATA[education]]></kwd>
<kwd lng="fr"><![CDATA[histoire compare]]></kwd>
<kwd lng="fr"><![CDATA[populaire intellectuelle]]></kwd>
<kwd lng="fr"><![CDATA[formation libertaire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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