<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732007000200002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimento, sociedade e educação de professores: crítica consistente ou conservadorismo político?]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge, society and teacher education: solid criticism or political conservatism?]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimiento, sociedad y educación de profesores: crítica consistente o conservadorismo político?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Avila]]></surname>
<given-names><![CDATA[Astrid Baecker]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortigara]]></surname>
<given-names><![CDATA[Vidalcir]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,UNESC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2007</year>
</pub-date>
<volume>25</volume>
<numero>02</numero>
<fpage>289</fpage>
<lpage>313</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732007000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732007000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732007000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo apontamos alguns indicadores para repensar a formação de educadores tomando como eixo central a questão do conhecimento como pretensão de proximidade com o real. Objetivamos esboçar uma crítica às perspectivas neopragmáticas presentes na formação docente, em que o conhecimento deve se limitar a expressar as aparências ou estabelecer formulações que abrangem o imediato do objeto, podendo redundar numa visão distorcida ou lacunar do real - e nele, a realidade social. Realizamos uma reflexão sobre o papel do conhecimento na formação de professores, apontando os seus limites na linha “prático-reflexiva”. Ao final, indicamos que esta linha se aporta no movimento do “recuo da teoria”, favorecendo o bloqueio da crítica consistente, e colabora com o conservadorismo político.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article provides some indicators to reconsider the education of educators considering as a central focus the issue of knowledge as a pretension of proximity with the real. The objective is to outline a criticism of the neopragmatic perspectives found in teacher education, in which knowledge is limited to the expression of appearances or to establish formulations that involve the immediate nature of the object - which can result in a distorted vision, or in one lacking reality - and in it, the social reality. We conduct a reflection on the role of knowledge in the education of teachers, indicating its limits in the “practical-reflexive” line, favoring the blockage of consistent criticism and collaborating with political conservatism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En este artículo apuntamos algunos indicadores para repensar la formación de educadores/as tomando como eje central la cuestión del conocimiento como una pretensión de proximidad con lo real. Objetivamos realizar una crítica a las perspectivas neopragmáticas presentes en la formación docente, donde el conocimiento se limita a expresar las apariencias o establecer formulaciones que abarcan lo inmediato del objeto, pudiendo así, redundar en una visión distorsionada o empobrecida de lo real - y en él, de la realidad social. Realizamos una reflexión sobre el papel del conocimiento en la formación de profesores/as, apuntando los límites de la perspectiva “ práctico reflexiva”. Finalmente indicamos que esta concepción surge de un movimiento denominado “retroceso de la teoría”, que favorece y obstaculiza la posibilidad de una crítica consistente y colabora con el conservadorismo político.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educadores]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Ontologia]]></kwd>
<kwd lng="en"><![CDATA[Educators]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Ontology]]></kwd>
<kwd lng="es"><![CDATA[Educadores]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Ontologia]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Conhecimento, sociedade e  educa&ccedil;&atilde;o de professores: cr&iacute;tica consistente ou conservadorismo pol&iacute;tico?</h2> <h3>Knowledge, society and teacher education: solid criticism or political  conservatism?</h3> <h3>Conocimiento, sociedad y educaci&oacute;n de profesores: cr&iacute;tica consistente o  conservadorismo pol&iacute;tico?</h3>     <p>&nbsp;</p> <h4>Astrid Baecker Avila, Vidalcir  Ortigara    <br> </h4> </font>      ]]></body><back>
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