<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15741996000300002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino como "acontecimento"]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching as "happening"]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Penin]]></surname>
<given-names><![CDATA[Sonia Teresinha de Sousa]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,USP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>1996</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>1996</year>
</pub-date>
<numero>98</numero>
<fpage>14</fpage>
<lpage>23</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15741996000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15741996000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15741996000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste texto, discuto a respeito da didática, considerando as brechas que o campo abre para o não-científico ou para um outro tipo de racionalidade, assim como as vantagens desse seu modo de ser. Inicio, retomando a análise de alguns autores no tocante à organização do saber a partir da idade moderna, ao lugar das ciências humanas nesse cenário ea repercussão de tal configuração na atualidade; em seguida, recupero alguns momentos da história da pedagogia e da didática que marcaram a sua epistemologização; então, discuto o que tem sido considerado o fenômeno da didática o ensino e a característica explicativo/prescritiva da área; por fim, defendo o acontecimento ensino como o objeto de estudo mais promissor na atualidade para fazer avançar a área da didática, apontando algumas direções para esse percurso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this text, I discuss teaching taking account the gaps that the field opens for non-scientific or other types of thinking, as well as the advantages of this way of being. I start with an analysis of the work of some authors regarding the organization of knowledge beginning with the modern age, the place of the sciences in this scenary and the repercussions of such a configuration in the present. Following this I review somo historical moments in pedagogy and didactics that marked their becoming epistemology. I then discuss what has been considered the phenomenon of teaching and the explicative/prescriptive nature of the area. Finally, I defend teaching as a happening as a more promising object of study to advance the area of teaching, pointing out some directions for this course of study.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="pt"><![CDATA[Ciência x Vivência]]></kwd>
<kwd lng="pt"><![CDATA[Ruptura]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O ensino como &quot;acontecimento&quot;.</h2> <h3>Teaching as &quot;happening&quot;.</h3>     <p></p> <h4>  Sonia Teresinha de Sousa Penin</h4> </font>      ]]></body>
</article>
