<?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>S0100-15741996000300003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conflitos teóricos na evolução da didática]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical conflicts in the evolution of teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Davini]]></surname>
<given-names><![CDATA[María Cristina]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</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>24</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15741996000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15741996000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15741996000300003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O trabalho apresenta uma análise teórica da evolução da Didática a partir de uma pesquisa da matriz disciplinar de origem e dos conflitos posteriores, incluindo os relativos a campos de interesse da comunidade acadêmica. Delineia, em particular, o impacto que a influência da escola crítica em Ciências Sociais e em Educação tem causado na matéria, produzindo um impasse metodológico e pondo em questão a base normativa da Didática. Assim, enfoques atuais na teoria didática são revelados, seus problemas e derivações, algumas vezes, duvidosas. Uma demarcação da Didática Geral e das Didáticas Especiais recebe particular tratamento, com a revisão crítica de produções bibliográficas atuais, apontando para possíveis campos de desenvolvimento e integração]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The work presents a theoretical analysis of the evolution of teaching based on research into the origin of the discipline and later conflicts, including those related to the fields of interest of academic community. It delineates, in particular, the impact that the critical school of social and educational scientists have caused in the area, producing a methodological impasse and calling into question the normative basis of teaching. Present focusses in teaching theory are revealed, along with their problems and derivation, sometimes doubtful. A democration of both general and specialized teaching receives particular treatment, with a critical review of the present bibliographical production, pointing to possible areas for development and integration]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Didática Geral]]></kwd>
<kwd lng="pt"><![CDATA[Didáticas Especiais]]></kwd>
<kwd lng="pt"><![CDATA[Evoluções Teóricas]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Conflitos teóricos na evolução da didática.</h2> <h3>Theoretical  conflicts in the evolution of teaching.</h3>     <p>&nbsp;</p> <h4>Maria Cristina Davini</h4> </font>      ]]></body>
</article>
