<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Estud. Pedagog.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812016000300534</article-id>
<article-id pub-id-type="doi">10.1590/S2176-6681/288236353</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Prática pedagógica e docência: um olhar a partir da epistemologia do conceito]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical practice and teaching: a view from the epistemology of the concept]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Maria Amélia do Rosario Santoro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica de Santos (UCS)  ]]></institution>
<addr-line><![CDATA[Santos São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>97</volume>
<numero>247</numero>
<fpage>534</fpage>
<lpage>551</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812016000300534&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812016000300534&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812016000300534&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Tem por objeto as pr&#225;ticas pedag&#243;gicas, da dificuldade de sua compreens&#227;o como conceito &#224; complexidade da an&#225;lise de seus fundamentos como pr&#225;xis. Objetiva elencar os princ&#237;pios que fundamentam as pr&#225;ticas pedag&#243;gicas, que, de acordo com a perspectiva te&#243;rica adotada, s&#243; podem ser compreendidas na perspectiva da totalidade, ou seja, como s&#237;ntese de m&#250;ltiplas contradi&#231;&#245;es. Destaca que as pr&#225;ticas docentes s&#227;o respostas &#224;s configura&#231;&#245;es provenientes das pr&#225;ticas pedag&#243;gicas, afirmando que n&#227;o &#233; da natureza das pr&#225;ticas docentes encontrarem-se avulsas, desconectadas de um todo, sem o fundamento das pr&#225;ticas pedag&#243;gicas que lhes conferem sentido e dire&#231;&#227;o. Conclui que a pr&#225;tica docente avulsa, sem liga&#231;&#227;o com o todo, perde o sentido e a dire&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper focuses on pedagogical practices, from the difficulty of understanding them as a concept up to the complexity of analyzing their foundations as a praxis. The aim is to describe the principles underlying the pedagogic practices that, according to the theoretical perspective adopted, can only be understood in a perspective of totality, i.e., as a synthesis of multiple contradictions. We emphasize that the teaching practices reflect the pedagogical practices and that it is not the nature of teaching practices to be understood as single practices, disconnected from the whole, without the foundation of pedagogical practices that provide them with meaning and direction. We conclude that isolated teaching practices, disconnected from the whole, lose meaning and direction.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[prática docente]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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