<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2016000400013</article-id>
<article-id pub-id-type="doi">10.7213/1981-416X.16.050.AO02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Alegação para uma epistemologia de segunda ordem na formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Allegation for an epistemology of second order in teachers' training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquino]]></surname>
<given-names><![CDATA[Orlando Fernández]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[Alberto Matías]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>50</numero>
<fpage>1053</fpage>
<lpage>1076</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000400013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000400013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000400013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No presente ensaio apresenta-se uma discuss&#227;o sobre alguns dos problemas e fragilidades que, a ju&#237;zo dos autores, apresenta hoje a &#225;rea de forma&#231;&#227;o de professores. O texto foi elaborado a partir de uma pesquisa de terceiro grau; ou seja, por meio da revis&#227;o de estudos nacionais e internacionais que por sua vez tinham mapeado a situa&#231;&#227;o da &#225;rea. Ao mesmo tempo, o estado atual da &#225;rea de forma&#231;&#227;o docente julga-se desde uma epistemologia de segunda ordem, para tratar de visualizar quais seriam as limita&#231;&#245;es dos enfoques filos&#243;ficos da ci&#234;ncia moderna que permeiam esse campo, e como supera-los pela via do salto epistemol&#243;gico. Chega-se &#224; conclus&#227;o que uma das maneiras poss&#237;veis de supera&#231;&#227;o das fragilidades identificadas seria avan&#231;ar para um enfoque pluridisciplinar e interdisciplinar de tratamento dos objetos da pesquisa em forma&#231;&#227;o de professores, junto a fundamenta&#231;&#245;es te&#243;ricas de maior relev&#226;ncia e o passo a pesquisas te&#243;ricas e emp&#237;ricas de maior consist&#234;ncia metodol&#243;gica, o que permitiria a consolida&#231;&#227;o da &#225;rea enquanto disciplina cient&#237;fica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the present essay, one shows a discussion about some of the problems and fragilities that, according to the authors, shows nowadays an area of teachers' training. The text was made from a third grain research; that is, through a review of national and international studies which, for their time, had mapped the situation of the area. At the same time, the present state of the area of teaching training is judged since an epistemology of second order, for treating of visualizing what would be the limitations of philosophical focuses of the modern science, which permeates that field, and how to overcome them by epistemological jump via. One arrives to conclusion that one of the possible ways of overcoming fragilities identified would be advance to a pluridisciplinary and interdisciplinary focus of treating objects of research in teachers' training, together with theoretical foundations of greater relevance and the step to theoretical and empirical researches of greater methodological consistence, which would allow consolidation of area while scientific discipline.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Problemas e Fragilidades da Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia de Segunda Ordem]]></kwd>
<kwd lng="en"><![CDATA[Teachers' Training]]></kwd>
<kwd lng="en"><![CDATA[Problems and Fragilities of Teaching Training]]></kwd>
<kwd lng="en"><![CDATA[Second Order Epistemology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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