<?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>2238-0094</journal-id>
<journal-title><![CDATA[Revista Brasileira de História da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Hist. Educ]]></abbrev-journal-title>
<issn>2238-0094</issn>
<publisher>
<publisher-name><![CDATA[Sociedade Brasileira de História da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-00942022000100009</article-id>
<article-id pub-id-type="doi">10.4025/rbhe.v22.2022.e199</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Impressões de viagem de Irene Mello Carvalho e de Gildásio Amado sobre a educação na França na década de 1950]]></article-title>
<article-title xml:lang="en"><![CDATA[Travel impressions of Irene Mello Carvalho and Gildásio Amado about education in France in the 1950s]]></article-title>
<article-title xml:lang="es"><![CDATA[Impresiones de viaje de Irene Mello Carvalho y Gildásio Amado sobre la educación em Francia de los años 1950]]></article-title>
<article-title xml:lang="fr"><![CDATA[Impressions de voyage d&#8217;Irene Mello Carvalho et Gildasio Amado sur l&#8217;education en France dans la decenie de 1950]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dallabrida]]></surname>
<given-names><![CDATA[Norberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutierrez]]></surname>
<given-names><![CDATA[Laurent]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Université Paris Nanterre  ]]></institution>
<addr-line><![CDATA[Paris ]]></addr-line>
<country>France</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>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-00942022000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-00942022000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-00942022000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem por objetivo compreender as impressões escritas de viagem de Irene Mello Carvalho, diretora do Departamento de Ensino da Fundação Getúlio Vargas (FGV), e de Gildásio Amado, diretor do Externato do Colégio Pedro II, sobre a escolarização na França, especialmente o ensino secundário, na primeira metade da década de 1950. Esses autores são considerados mediadores culturais e os seus relatos de viagens pedagógicas são compreendidos como representações, ou seja, presentificações e construções do ausente. A partir dos lugares e dos interesses institucionais de seus autores, os relatos de viagens pedagógicas focalizam aspectos diferentes da escolarização francesa. Desta forma, enquanto Irene destacou colégios de ensino secundário, Gildásio colocou o foco sobre o sistema de ensino francês.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article seeks to understand the travel impressions written by Irene Mello Carvalho, director of the Teaching Department at Getúlio Vargas Foundation (FGV), and by Gildásio Amado, director of the day school at Pedro II School, about schooling in France, especially secondary education, in the first half of the 1950s. These authors are considered cultural mediators, and their reports on pedagogical trips are understood as representations, that is, presentifications and constructions of the absent. From the places and institutional interests of their authors, the reports on pedagogical trips focus on different aspects of French schooling. In this way, while Irene highlighted secondary schools, Gildásio put the focus on the French education system.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo busca comprender las impresiones escritas de los viajes de Irene Mello Carvalho, directora del Departamento de Educación de la Fundación Getúlio Vargas(FGV), y Gildásio Amado, director del Externado del Colégio Pedro II, sobre la escolarización en Francia, especialmente la educación secundaria, en la primera mitad de los años 1950. Estos autores son considerados mediadores culturales y sus relatos de viajes pedagógicos se entienden como representaciones, es decir, presentificaciones y construcciones del ausente. A partir de los lugares e intereses institucionales de sus autores, los informes de viajes pedagógicos se centran en diferentes aspectos de la escolarización francesa. De esta forma, mientras Irene destacó las escuelas secundarias, Gildásio se centró en el sistema educativo francés.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Le but de cet article est de comprendre les impressions écrites de voyage d'Irene Mello Carvalho, directrice du Département de l'éducation de la Fundação Getúlio Vargas (FGV), et de Gildásio Amado, directeur du Colégio Pedro II - école de jour, sur la scolarité en France, en particulier l'enseignement secondaire, dans la première moitié des années 1950. Ces auteurs sont considérés comme des médiateurs culturels et leurs rapports de voyages pédagogiques sont compris comme des représentations, c'est-à-dire des présentifications et des constructions de l'absent. À partir des lieux et des intérêts institutionnels de leurs auteurs, les récits de voyage pédagogiques portent sur différents aspects de la scolarisation française. Ainsi, tandis qu'Irène a mis l'accent sur les écoles d&#8217;enseignement secondaire, Gildásio s&#8217;est concentré sur le système éducatif français.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[relato de viagem pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Irene Mello Carvalho]]></kwd>
<kwd lng="pt"><![CDATA[Gildásio Amado]]></kwd>
<kwd lng="en"><![CDATA[report on pedagogical trip]]></kwd>
<kwd lng="en"><![CDATA[Irene Mello Carvalho]]></kwd>
<kwd lng="en"><![CDATA[Gildásio Amado]]></kwd>
<kwd lng="es"><![CDATA[informe de viaje pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Irene Mello Carvalho]]></kwd>
<kwd lng="es"><![CDATA[Gildásio Amado]]></kwd>
<kwd lng="fr"><![CDATA[rapport de voyage pédagogique]]></kwd>
<kwd lng="fr"><![CDATA[Irene Mello Carvalho]]></kwd>
<kwd lng="fr"><![CDATA[Gildásio Amado]]></kwd>
</kwd-group>
</article-meta>
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