{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T05:26:26Z","timestamp":1777613186403,"version":"3.51.4"},"reference-count":16,"publisher":"FapUNIFESP (SciELO)","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Educ. Pesqui."],"published-print":{"date-parts":[[2010,8]]},"abstract":"<jats:p>A compreens\u00e3o da atualidade da proposta pedag\u00f3gica de John Dewey requer uma an\u00e1lise cuidadosa do conceito de experi\u00eancia educativa desenvolvido por esse autor. Efetivamente, a sua filosofia educativa est\u00e1 alicer\u00e7ada numa teoria da experi\u00eancia na medida em que se assenta numa conex\u00e3o entre a experi\u00eancia pessoal e a aprendizagem, tendo em vista o alargamento progressivo da primeira. Neste artigo, e com recurso a algumas das principais obras pedag\u00f3gicas do autor, procedemos \u00e0 caracteriza\u00e7\u00e3o do conceito de experi\u00eancia educativa, come\u00e7ando por distingui-lo do conceito de experi\u00eancia pura e simples. As dimens\u00f5es fundamentais de qualquer experi\u00eancia s\u00e3o a continuidade e a intera\u00e7\u00e3o, distinguindo-se a experi\u00eancia educativa pela qualidade dessas dimens\u00f5es no sentido de proporcionar o desenvolvimento do sujeito, isto \u00e9, o crescimento e amplia\u00e7\u00e3o da sua experi\u00eancia anterior. A partir da elucida\u00e7\u00e3o desse conceito, procuraremos de seguida compreender o impacto que essa concep\u00e7\u00e3o possui na organiza\u00e7\u00e3o de um ensino indireto, baseado numa busca cooperativa, e nas concep\u00e7\u00f5es de curr\u00edculo e do papel do professor e do aluno. \u00c9 ainda tendo em conta a centralidade do conceito de experi\u00eancia educativa que elucidaremos o nexo profundo existente entre educa\u00e7\u00e3o progressiva e educa\u00e7\u00e3o democr\u00e1tica, cuja chave \u00e9 a realidade social da intelig\u00eancia potenciada em ambientes democr\u00e1ticos, al\u00e9m do nexo entre educa\u00e7\u00e3o e democracia.<\/jats:p>","DOI":"10.1590\/s1517-97022010000200012","type":"journal-article","created":{"date-parts":[[2010,11,13]],"date-time":"2010-11-13T02:12:57Z","timestamp":1289614377000},"page":"599-610","source":"Crossref","is-referenced-by-count":5,"title":["O sentido da educa\u00e7\u00e3o democr\u00e1tica: revisitando o conceito de experi\u00eancia educativa em John Dewey"],"prefix":"10.1590","volume":"36","author":[{"given":"Maria Lu\u00edsa","family":"Branco","sequence":"first","affiliation":[{"name":"Universidade da Beira Interior"}]}],"member":"530","reference":[{"issue":"195","key":"ref1","doi-asserted-by":"crossref","first-page":"71","DOI":"10.1177\/039219210204919515","article-title":"Is the democratic ideal conceivable without the notion of human nature?: On John Dewey's democratic humanism","volume":"49\/3","author":"CHANIAL P.","year":"2002","journal-title":"Diogenes"},{"key":"ref2","series-title":"Intelligence in the modern world: John Dewey's philosophy","first-page":"365","volume-title":"The modes of societal life","author":"DEWEY J.","year":"1993"},{"key":"ref3","series-title":"Intelligence in the modern world: John Dewey's philosophy","first-page":"638","volume-title":"The schools and the social welfare","author":"DEWEY J.","year":"1939"},{"key":"ref4","series-title":"How we think","author":"DEWEY J.","year":"1991"},{"key":"ref5","series-title":"Democracy and education","author":"DEWEY J.","year":"1997"},{"key":"ref6","series-title":"A escola e a sociedade: a crian\u00e7a e o curr\u00edculo","author":"DEWEY J.","year":"2002"},{"key":"ref7","series-title":"A concep\u00e7\u00e3o democr\u00e1tica de educa\u00e7\u00e3o","author":"DEWEY J.","year":"2005"},{"key":"ref8","series-title":"John Dewey and the classroom practice","author":"FISHMAN S. 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