<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2012000100015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perspectiva epistemológica da realidade: “independência - coexistência” nas formas de conhecimento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Ernesto Candeias]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A15">
<institution><![CDATA[,Instituto Politécnico de Castelo Branco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<volume>26</volume>
<numero>51</numero>
<fpage>263</fpage>
<lpage>287</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2012000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2012000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2012000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A discussão epistemológica que atravessa o campo de educação em relação ao conhecimento quotidiano, científico e escolar merece ser retomada na actualidade. O autor analisa a relação da “continuidade - descontinuidade” dos conhecimentos quotidiano e científico, sendo o conhecimento escolar o resultado da transposição didáctica do conhecimento científico em contexto de aprendizagem em sala de aula. Num primeiro ponto aborda-se as opções epistemológicas do conhecimento quotidiano e científico em três perspectivas diferentes. O segundo ponto parte da diversidade das formas de conhecimento, insistindo na (des) construção do conhecimento escolar, orientada à integração didáctica das várias formas de conhecer. A visão do mundo, desde dos seus paradigmas científicos, actua como marco referencial da conceptualização escolar e da evolução do conhecimento. Pretende-se clarificar o estado da arte da epistemologia das formas de conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The epistemological discussion which crosses the field of education in relation to everyday, scientific knowledge and education knowledge deserves to be resumed today. The author analyzes the relationship of “continuity - discontinuity” everyday and scientific knowledge, and knowledge school the result of transposition didactics of scientific knowledge in the context of classroom learning. In the first section discusses the epistemological options of everyday and scientific knowledge in three different perspectives. The second part of the diversity of forms of knowledge, insisting on (des) construction of knowledge integrationoriented school, didactics multiple ways of knowing. The vision of the world, from its scientific paradigms, acts as referential landmark of the pertaining to school and of view of the evolution of knowledge. The aim is to give the state of the art of the epistemology of knowledge forms.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Epistemologia Educativa]]></kwd>
<kwd lng="pt"><![CDATA[Paradigmas Científicos]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Quotidiano]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Científico e Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Multidisciplinar]]></kwd>
<kwd lng="en"><![CDATA[Epistemology Educational]]></kwd>
<kwd lng="en"><![CDATA[Scientific Paradigms]]></kwd>
<kwd lng="en"><![CDATA[Everyday Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Scientific Knowledge and Education]]></kwd>
<kwd lng="en"><![CDATA[Multidisciplinary Knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Perspectiva epistemol&oacute;gica da realidade: &ldquo;independ&ecirc;ncia &ndash;  coexist&ecirc;ncia&rdquo; nas formas de conhecimento.</h2>     <p>&nbsp;</p> <h4>Ernesto Candeias Martins    <br> </h4> </font>      ]]></body><back>
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</article>
