<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142006000200003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino e aprendizagem: a análise do discurso como técnica de pesquisa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lucchesi]]></surname>
<given-names><![CDATA[Martha Abrahão Saad]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Malanga]]></surname>
<given-names><![CDATA[Eliana Branco]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade Católica de Santos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,FPA  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2006</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2006</year>
</pub-date>
<volume>06</volume>
<numero>02</numero>
<fpage>235</fpage>
<lpage>247</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142006000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142006000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142006000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Esta pesquisa foi realizada em duas etapas. A primeira - bibliográfica - pretendeu atualizar e aprofundar a questão teórica da análise do discurso e sua aplicação como técnica de pesquisa. A segunda consistiu na entrevista e análise do discurso de professoras de um curso de Psicopedagogia a respeito de um tema específico: seu conhecimento a respeito da multidisciplinaridade, da interdisciplinaridade, da transdisciplinaridade, do pensamento complexo e a sua relação com a psicopedagogia. Entre o objeto, aquilo que é representado, a realidade, e a representação que dela se faz através do signo no conceito de Peirce (1995) ou do significante (da terminologia de Saussure) existe sempre um conceito, uma imagem mental, ou seja, uma construção mental a respeito da realidade percebida. Entrevistamos quatro professoras que, no decorrer do ano de 2004, lecionaram em um mesmo curso de Psicopedagogia na cidade de São Paulo. O objetivo da pesquisa é investigar o grau de familiaridade das professoras com os conceitos de multidisciplinaridade, interdisciplinaridade, transdisciplinaridade e do pensamento complexo e a sua relação com a psicopedagogia, isso levou a um recorte específico na análise de seus discursos visando a verificar a coerência entre as respostas dadas às várias perguntas e a profundidade com que discorriam sobre o tema proposto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This study was carried out in two stages. The first - a bibliographic review - was intended to update and widen the theory of discourse analysis and its application as a research technique. The second consisted of an interview and discourse analysis of the speech of teachers of a Psycho-pedagogical course, in relation to a specific theme: their knowledge of multidisciplinarity, interdisciplinarity, transdisciplinarity and complex thinking, and the relationship between these and psycho-pedagogy. Between the object, that which is represented, the reality, and its representation by means of the sign (according to the concept of Pierce, 1995) or the signifier (using the terminology of Saussure), there is always a concept, a mental image or mental construction of the perceived reality. We interviewed four teachers who, during the year 2004, gave lectures for the same Psycho-pedagogy course in the city of São Paulo. The object of this research is to investigate the teachers’ degree of familiarity with the concepts of multidisciplinarity, interdisciplinarity, transdisciplinarity and complex thinking, and the relationship between these and psycho-pedagogy. This led to the production of a specific outline in the analysis of their discourses, aimed at determining the coherence between the responses given to the various questions, and the depth with which they discoursed on the proposed theme.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Análise do Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Ensino/Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Transdisciplinaridade]]></kwd>
<kwd lng="en"><![CDATA[Discourse Analysis]]></kwd>
<kwd lng="en"><![CDATA[Teaching/Learning]]></kwd>
<kwd lng="en"><![CDATA[Transdisciplinarity]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Ensino e aprendizagem: a  an&aacute;lise do discurso como t&eacute;cnica de pesquisa.</h2> <h3>Teaching and learning: discourse analysis as a research technique.</h3>     <p>&nbsp;</p> <h4>Martha Abrah&atilde;o Saad Lucchesi,  Eliana Branco Malanga    <br> </h4> </font>      ]]></body>
</article>
