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<oai_dc:dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
<dc:title>Civilizar a infância na Renascença: estratégia de distinção de classe</dc:title>
<dc:creator>Boto, Carlota</dc:creator>
<dc:subject>História da Educação</dc:subject>
<dc:subject>Filosofia da Educação</dc:subject>
<dc:subject>Vives</dc:subject>
<dc:subject>Montaigne</dc:subject>
<dc:subject>Erasmo</dc:subject>
<dc:subject>History of Education</dc:subject>
<dc:subject>Philosophy of Education</dc:subject>
<dc:subject>Vives</dc:subject>
<dc:subject>Montaigne</dc:subject>
<dc:subject>Erasmo</dc:subject>
<dc:description>This article has the objective to go over the education during the Renaissance. Accordingly, it is raised thehypothesis that a ‘civilizing process’ (Norbert Elias) was developed during that time. Therefore it was essentialto put into practice a pedagogical project. From a literature review, that provided the establishment of adialogue with the social history – based on the theoretical reference by P. Ariès and Norbert Elias –, thisresearch sought identify traces related to the children were saw and their education. Throughout texts fromthat time, as well as on bibliography, the recognition of particularities of childhood during the Renaissancewas investigated. More than that, it was meant to recognize traces of schools from that period of time; and thestrategies effectively used to change a child in a student thru education. The authors who were studied are,accordingly, some of the main theoretical representatives of the humanism: Erasmo, Montaigne and Vives.Throughout the reading of some fragments of their books, it will be intended to reconstruct the images ofchildren, education and school that circulated in the European imaginary of the Renaissance.</dc:description>
<dc:description>O presente artigo tem por objetivo abordar o tema da educação no âmbito da Renascença. Nesse sentido, partese da hipótese segundo a qual se desenvolvia na época um dado ‘processo civilizador’ (Norbert Elias). Paratanto seria imprescindível empreender um projeto pedagógico. A partir de uma revisão da literatura, que proporcionou o estabelecimento diálogo com a história social – principalmente à luz da referência teórica de P.Ariès e de Norbert Elias –, a presente pesquisa procurou identificar indícios relativos aos modos de ver a criança e sua educação. Procurou-se, em textos da época, bem como na bibliografia, o reconhecimento da particularidade da infância nos tempos da Renascença. Mais do que isso, buscou-se reconhecer vestígios de escolas daquele tempo; e as estratégias mediante as quais a educação tencionava efetivamente transformar a criança em aluno. Os autores estudados são, nesse sentido, alguns dos principais teóricos representantes do humanismo: Erasmo, Montaigne e Vives. Procurar-se-á, pela leitura de alguns fragmentos de suas obras, reconstituir imagens de criança, de educação e de escola que circulavam no imaginário europeu da Renascença.</dc:description>
<dc:date>2009</dc:date>
<dc:type>text (article)</dc:type>
<dc:format>application/pdf</dc:format>
<dc:identifier>https://dialnet.unirioja.es/servlet/oaiart?codigo=8639509</dc:identifier>
<dc:identifier>(Revista) ISSN 2358-1425</dc:identifier>
<dc:source>Revista Tempos e Espaços em Educação, ISSN 2358-1425, Vol. 2, Nº. 2, 2009 (Ejemplar dedicado a: Janeiro-Junho)</dc:source>
<dc:language>por</dc:language>
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</oai_dc:dc>