<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362025000300111</article-id>
<article-id pub-id-type="doi">10.46551/emd.v9n18a12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aspectos conceituais da Pedagogia Tradicional Clássica frente a Educação Matemática Crítica: espaços de tensionamento]]></article-title>
<article-title xml:lang="es"><![CDATA[La herencia conceptual de la Pedagogía Tradicional Clásica frente a la Educación Matemática Crítica: espacios de tensión]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptual aspects of Traditional Classical Pedagogy versus Critical Mathematics Education: spaces of tension]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martini]]></surname>
<given-names><![CDATA[Lucas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godoy]]></surname>
<given-names><![CDATA[Elenilton Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal Catarinense  ]]></institution>
<addr-line><![CDATA[Balneário Camboriú SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>18</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362025000300111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362025000300111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362025000300111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Entre os diversos debates presentes nos estudos curriculares e na Educação Matemática, destaca-se a polêmica (Orlandi, 2020a) sobre a perspectiva tradicional. Para explorar essa questão, recorre-se a Herbart (1946, 2014), com o objetivo de estabelecer conexões entre a abordagem tradicional e a Educação Matemática Crítica (EMC), conforme proposto por Skovsmose (2001, 2007). A base teórica e metodológica adotada fundamenta-se na Análise de Discurso de Orlandi (2017a, 2017b, 2020a, 2020b). Como resultado, ressalta-se, em Herbart, o conceito de interesse, amplamente utilizado atualmente, proposto com foco em uma formação voltada para a vida. Sua abordagem, estruturada nos pilares do governo, da instrução e da disciplina, entra em conflito com a desigualdade e a responsabilidade social da escola, aspectos propostos pela EMC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Entre los debates presentes en los estudios curriculares y en la Educación Matemática, destaca la polémica (Orlandi, 2020a) perspectiva tradicional. Para abordar esta cuestión, se retoman las obras de Herbart (1946, 2014), con el fin de establecer vínculos entre la pedagogía tradicional y la Educación Matemática Crítica (EMC), como proponen Skovsmose (2001, 2007). El estudio se basa en el Análisis del Discurso de Orlandi (2017a, 2017b, 2020a, 2020b), que sustenta el enfoque teórico y metodológico. Entre los hallazgos, se destaca el concepto de interés en Herbart &#8212; orientado a una formación para la vida &#8212;, aún vigente. Su propuesta, basada en gobierno, instrucción y disciplina, entra en conflicto con la desigualdad y la responsabilidad social promovidas por la EMC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Among the various debates present in curriculum studies and Mathematics Education, the controversy (Orlandi, 2020a) about the traditional perspective stands out. To explore this issue, we turn to Herbart (1946, 2014) to establish connections between the traditional approach and Critical Mathematics Education (EMC), as proposed by Skovsmose (2001, 2007). The theoretical and methodological basis adopted is based on Orlandi's Discourse Analysis (2017a, 2017b, 2020a, 2020b). As a result, Herbart emphasizes the concept of interest, widely used today, proposed with a focus on life-oriented education. His approach, structured on the pillars of government, instruction, and discipline, conflicts with inequality and the social responsibility of schools, aspects proposed by EMC.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teorias Curriculares]]></kwd>
<kwd lng="pt"><![CDATA[Herbart]]></kwd>
<kwd lng="pt"><![CDATA[Tradicional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática Crítica]]></kwd>
<kwd lng="es"><![CDATA[Teorías Curriculares]]></kwd>
<kwd lng="es"><![CDATA[Herbart]]></kwd>
<kwd lng="es"><![CDATA[Tradicional]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática Crítica]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Theories]]></kwd>
<kwd lng="en"><![CDATA[Herbart]]></kwd>
<kwd lng="en"><![CDATA[Traditional]]></kwd>
<kwd lng="en"><![CDATA[Critical Mathematics Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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