<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762021000401748</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i4p1748-1768</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Questões epistemológicas no campo da didática:]]></article-title>
<article-title xml:lang="en"><![CDATA[Epistemological issues in the field of didactic:]]></article-title>
<article-title xml:lang="es"><![CDATA[Cuestiones epistemológicas en el ámbito de la enseñanza:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[STRECK]]></surname>
<given-names><![CDATA[Danilo Romeu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>4</numero>
<fpage>1748</fpage>
<lpage>1768</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000401748&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000401748&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000401748&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto tem por objetivo identificar e discutir nuances da relação entre epistemologia e didática com atenção especial para continuidades e rupturas evidenciadas nas últimas décadas. A primeira parte do texto analisa o estatuto epistemológico da didática a partir da Didática Magna de Comenius. Segue-se uma reflexão sobre momentos na formação do autor deste texto como exemplo da historicidade das didáticas e das epistemologias que as orientam. O terceiro tópico identifica lugares de resistências epistemológicas na América Latina. Na tentativa de síntese, são apontados caminhos para a construção epistemológica na didática: o cultivo de uma atitude de humildade e vigilância; o reconhecimento da historicidade e da contextualidade das epistemologias; e a necessidade de assunção de autoria epistêmica. A conclusão aponta perspectivas de continuidade do diálogo sobre o tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text aims to identify and discuss nuances in the relationship between epistemology and didactics with special attention to continuities and ruptures evidenced in the last decades. The first part of the text analyzes the epistemological status of didactics based on Comenius&#8217; &#8220;Didactica Magna&#8221;. Then, a reflection on moments in the formation of the author of this text follows, as an example of the historicity of didactics and the epistemologies that guide them. The third topic identifies places of epistemological resistance in Latin America. In the attempt to synthesize, paths for the epistemological construction in didactics are pointed out: the cultivation of an attitude of humility and vigilance; the recognition of the historicity and contextuality of epistemologies; and the need for the assumption of epistemic authorship. The conclusion identifies perspectives for the continuity of the dialogue on the theme.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto tiene como objetivo identificar y discutir matices de la relación entre epistemología y didáctica con especial atención a las continuidades y rupturas evidenciadas en las últimas décadas. La primera parte del texto analiza el estatuto epistemológico de la didáctica con base en la &#8220;Didáctica Magna&#8221; de Comenius. Continúa una reflexión sobre momentos de la formación del autor de este texto, como ejemplo de la historicidad de las didácticas y de las epistemologías que las orientan. El tercer tópico identifica lugares de resistencias epistemológicas en América Latina. En el intento de sintetizar, son señalados caminos para la construcción epistemológica en la didáctica: el cultivo de una actitud de humildad y vigilancia, el reconocimiento de la historicidad y de la contextualización de las epistemologías, y la necesidad de asumir la autoría epistémica. La conclusión apunta a perspectivas de continuidad del diálogo sobre el tema.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="pt"><![CDATA[Insurgências]]></kwd>
<kwd lng="pt"><![CDATA[Educação popular]]></kwd>
<kwd lng="pt"><![CDATA[(De)colonialidade]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Didactic]]></kwd>
<kwd lng="en"><![CDATA[Insurgencies]]></kwd>
<kwd lng="en"><![CDATA[Popular education]]></kwd>
<kwd lng="en"><![CDATA[(De)coloniality]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
<kwd lng="es"><![CDATA[Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Insurgencias]]></kwd>
<kwd lng="es"><![CDATA[Educación popular]]></kwd>
<kwd lng="es"><![CDATA[(Des)colonialidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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