<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932016000100089</article-id>
<article-id pub-id-type="doi">10.5965/151939932112016101</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação do pesquisador e a Pós-Graduação em Educação no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Researcher training and Graduate Education in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abreu]]></surname>
<given-names><![CDATA[Roberta Melo de Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima Junior]]></surname>
<given-names><![CDATA[Arnaud Soares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Visconde de Cairu Faculdade de Pedagogia Instituto Superior de Educação]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia Faculdade de Educação Programa de Pós-Graduação em Educação e Contemporaneidade]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>89</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932016000100089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932016000100089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932016000100089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Nesta investiga&#231;&#227;o objetivou-se implementar uma discuss&#227;o te&#243;rico-cr&#237;tica sobre a forma&#231;&#227;o do pesquisador em Educa&#231;&#227;o e a P&#243;s-Gradua&#231;&#227;o no Brasil. Tomaram-se como base os eixos: Forma&#231;&#227;o do pesquisador em Educa&#231;&#227;o, fazendo uma abordagem hist&#243;rico-cr&#237;tica do surgimento da P&#243;s-Gradua&#231;&#227;o no Brasil, suas bases legais e influ&#234;ncias; Problemas e dilemas da forma&#231;&#227;o, apresentando situa&#231;&#245;es contradit&#243;rias e conflituosas da realidade da forma&#231;&#227;o do pesquisador em Educa&#231;&#227;o no Brasil, e estabelecendo rela&#231;&#245;es com o contexto pol&#237;tico, econ&#244;mico e social. Realizou-se uma abordagem qualitativa de pesquisa, considerando-se a an&#225;lise de dados bibliogr&#225;ficos e documentais, com a utiliza&#231;&#227;o de t&#233;cnicas e an&#225;lises de conte&#250;dos. Foi constatado que a discuss&#227;o metodol&#243;gica &#233; um tanto nebulosa na forma&#231;&#227;o do pesquisador em Educa&#231;&#227;o, pois as metodologias que se legitimaram nesse campo, muitas vezes, s&#227;o vistas como um universo incontest&#225;vel. Durante o percurso formativo, n&#227;o &#233; comum f&#243;runs que se disponham a debater essas metodologias, muito menos o que as fundamenta. Tal realidade contribui para o empobrecimento das pr&#225;ticas investigativas. Coloca-se a necessidade de uma discuss&#227;o mais aprofundada sobre a rela&#231;&#227;o saber, conhecimento e verdade, dado que, em Educa&#231;&#227;o, "saber" &#233; restrito ao conhecimento decorrente de pr&#225;ticas sociais e cotidianas. Constatou-se, ainda, que a fragilidade dessa forma&#231;&#227;o est&#225; intimamente relacionada com aspectos pol&#237;ticos, sociais e econ&#244;micos. &#201; preciso repensar as bases da forma&#231;&#227;o, convocando todas as partes envolvidas para uma discuss&#227;o, bem como colocar em pauta a sua atual condi&#231;&#227;o e discutir se os pesquisadores ali formados tiveram oportunidades reais de construir uma base epistemol&#243;gica que colabore com a constru&#231;&#227;o de suas pesquisas e os fa&#231;a pensar em sua verdadeira fun&#231;&#227;o social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The aim of this research was to implement a theoretical and critical discussion about researcher training in Education and Graduate programs in Brazil. It was based on the following considerations: researcher training in Education and a historical and critical analysis of the development of Graduate studies in Brazil, its legal aspects and influences; and training problems and dilemmas, contradictory and conflicting situations of research training in education in Brazil by establishing relations with the political, economic and social context. We conducted a qualitative study considering the analysis of bibliographic data and documents using content analysis. We found that the methodological discussion regarding researcher training in Brazil is somewhat vague because the methodologies that sanction this field are often considered an indisputable universe. During the training course, forums willing to discuss these methodologies or their framework are not common. This reality contributes to the impoverishment of investigative practices. Further discussion on the relationship between knowing, knowledge and truth in education is required since "knowing" is restricted to knowledge arising from social and everyday practices. We also found that the weakness of research training is closely related to political, social and economic aspects. We need to rethink the foundations of education by calling on all parties involved to discuss the current situation, ponder if trained researchers have had real opportunities to build an epistemological framework to deal with the development of their research and reflect on their true social function.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação dos Profissionais da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Graduação em Educação]]></kwd>
<kwd lng="en"><![CDATA[Graduate Education]]></kwd>
<kwd lng="en"><![CDATA[Training of Education Professionals]]></kwd>
<kwd lng="en"><![CDATA[Educational Research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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