<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2015000300087</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v22n3p87-102</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ADORNO E PSEUDO-S&#205;NTESES: UM &#8220;OLHAR&#8221; PARA A TEORIA DOS CICLOS DE PERRENOUD]]></article-title>
<article-title xml:lang="en"><![CDATA[Adorno and pseudo-synthesis: a &#8220;look&#8221; at the Perrenoud&#8217;s Theory of Cycles]]></article-title>
<article-title xml:lang="es"><![CDATA[Adorno y pseudo-síntesis: una &#8220;mirada&#8221; a la teoria de los ciclos de Perrenoud]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[ISABELLA FERNANDA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,UFMS  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>87</fpage>
<lpage>102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2015000300087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2015000300087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2015000300087&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo &#8220;Adorno e pseudo-s&#237;nteses: um &#8216;olhar&#8217; para a teoria dos ciclos de Perrenoud&#8221; vem trazer uma das reflex&#245;es sinalizadas na pesquisa intitulada &#8220;Os ciclos de aprendizagem em Perrenoud: uma an&#225;lise te&#243;rico-cr&#237;tica&#8221;, que teve como finalidade analisar, por meio do m&#233;todo dial&#233;tico negativo da Escola de Frankfurt, a teoria dos ciclos de aprendizagem do autor Philippe Perrenoud que influenciou o entendimento dos ciclos no Brasil a partir da d&#233;cada de 1990. Perrenoud se prop&#244;s a teorizar sobre como os ciclos de aprendizagem deveriam se materializar em pr&#225;tica pedag&#243;gica e em estrutura organizacional nas escolas, como proposta para a supera&#231;&#227;o do fen&#244;meno social comumente denominado de fracasso escolar. Nesse sentido, o texto apresenta uma das an&#225;lises &#8211; relativas &#224; pesquisa mencionada &#8211; acerca da proposta dos ciclos de aprendizagem de Philippe Perrenoud com o aux&#237;lio das reflex&#245;es dos te&#243;ricos da Escola de Frankfurt &#8211; especialmente &#8211; Adorno &#8211; por meio do seu m&#233;todo dial&#233;tico negativo, estruturada nos seguintes subt&#237;tulos: &#8220;Um in&#237;cio de conversa&#8221;; &#8220;A teoria dos ciclos de aprendizagem travestida por um mito do progresso: uma pseudo-s&#237;ntese&#8221; e, por fim, &#8220;Pequenas notas&#8221;. Esperamos contribuir para a an&#225;lise do nosso objeto na perspectiva da Teoria Cr&#237;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article &#8220;Adorno and pseudo-synthesis: a &#8216;look&#8217; at the Perrenoud&#8217;s theory of cycles&#8221; brings one of the reflections flagged in the study entitled &#8220;The learning cycles in Perrenoud: a theoretical and critical analysis&#8221;, that had as purpose analyzing, through negative dialectic method of the Frankfurt School, the theory of Philippe Perrenoud, author of learning cycles that influenced the understanding of cycles in Brazil from the nineties. Perrenoud set out to theorize about how the learning cycles should materialize in pedagogical practice and organizational structure in schools as a proposal to overcome the social phenomenon commonly called school failure. In this sense, the text presents one of the analysis &#8211; related to the research mentioned above &#8211; about the proposal of Philippe Perrenoud&#8217;s learning cycles, with the aid of the reflections of the theorists of the Frankfurt School &#8211; especially &#8211; Adorno &#8211;, through his negative dialectical method, structured in the following captions: &#8220;A beginning of conversation&#8221;; &#8220;The theory of learning cycles in the guise of a progress myth: a pseudo-synthesis&#8221; and lastly, &#8220;Small notes&#8221;. We hope to contribute to the analysis of our object in view of Critical Theory.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El art&#237;culo &#8220;Adorno y pseudo-s&#237;ntesis: una &#8216;mirada&#8217; a la teor&#237;a de los ciclos de Perrenoud&#8221; trae una de las reflexiones se&#241;aladas en la investigaci&#243;n intitulada &#8220;Los ciclos de aprendizaje en Perrenoud: un an&#225;lisis te&#243;rico-cr&#237;tico&#8221; que tuvo la finalidad de analizar, a trav&#233;s del m&#233;todo dial&#233;ctico negativo de la Escuela de Frankfurt, la teor&#237;a de los ciclos de aprendizaje del autor Philippe Perrenoud, que influy&#243; en el entendimiento de los ciclos en Brasil a partir de la d&#233;cada de los noventa. Perrenoud se propuso a teorizar sobre c&#243;mo los ciclos de aprendizaje deber&#237;an materializarse en pr&#225;ctica pedag&#243;gica y en estructura organizacional en las escuelas, como propuesta para la superaci&#243;n del fen&#243;meno social com&#250;nmente denominado de fracaso escolar. En este sentido, el texto presenta uno de los an&#225;lisis &#8211; relacionados a la investigaci&#243;n mencionada anteriormente &#8211; en la propuesta de los ciclos de aprendizaje de Philippe Perrenoud con la ayuda de las reflexiones de los te&#243;ricos de la Escuela de Frankfurt &#8211; especialmente &#8211; Adorno &#8211; a trav&#233;s de su m&#233;todo dial&#233;ctico negativo, estructurado en las siguientes subt&#237;tulos: &#8220;Un inicio de conversa&#8221;; &#8220;La teor&#237;a de los ciclos de aprendizaje bajo la apariencia de un mito del progreso: una pseudo-s&#237;ntesis&#8221;, y por &#250;ltimo, &#8220;Peque&#241;as notas&#8221;. Esperamos contribuir al an&#225;lisis de nuestro objeto en vista de la Teor&#237;a Cr&#237;tica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[MÉTODO DIALÉTICO NEGATIVO]]></kwd>
<kwd lng="pt"><![CDATA[TEORIA DOS CICLOS DE APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[PERRENOUD]]></kwd>
<kwd lng="pt"><![CDATA[ADORNO]]></kwd>
<kwd lng="pt"><![CDATA[PSEUDO-SÍNTESES]]></kwd>
<kwd lng="en"><![CDATA[NEGATIVE DIALECTIC METHOD]]></kwd>
<kwd lng="en"><![CDATA[THEORY OF LEARNING CYCLES]]></kwd>
<kwd lng="en"><![CDATA[PERRENOUD]]></kwd>
<kwd lng="en"><![CDATA[ADORNO]]></kwd>
<kwd lng="en"><![CDATA[PSEUDO-SYNTHESIS]]></kwd>
<kwd lng="es"><![CDATA[MÉTODO DIALÉCTICO NEGATIVO]]></kwd>
<kwd lng="es"><![CDATA[TEORÍA DE LOS CICLOS DE APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[PERRENOUD]]></kwd>
<kwd lng="es"><![CDATA[ADORNO]]></kwd>
<kwd lng="es"><![CDATA[PSEUDO-SÍNTESIS]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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