<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2007000300014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Caminhos críticos no processo ensino-aprendizagem em filosofia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Márcio Antônio Cardoso]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A14">
<institution><![CDATA[,Universidade Federal do Tocantins - UFT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2007</year>
</pub-date>
<volume>07</volume>
<numero>22</numero>
<fpage>195</fpage>
<lpage>210</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2007000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2007000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2007000300014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O autor do texto faz apresentação de pesquisa realizada nos anos 2002/2005, em resposta à inquirição: Quais são as principais filosofias críticas que permeiam o processo ensino-aprendizagem com o ensino de Filosofia? Explicitando-as, opta pela sistematização de dois caminhos críticos: o ensino de Filosofia, que tem como eixo epistemológico a teoria como guia da ação prática, e o ensino de Filosofia como criação de conceitos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The author presents a research carried out in the years 2002/2005, in response to his investigation: What are the main critical philosophies that permeates the teaching-learning process of philosophy? While explaining them, he opts for the systematization of two critical ways: A teaching of philosophy having, as epistemologic axis, theory as a guide for practical action and the teaching of philosophy as a creation of concepts in refutation of both of them through his critical experience referring to the teaching that has been developed since the second half of the 1980’s towards the defense of theory as expression of practical action.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Filosofias Críticas]]></kwd>
<kwd lng="pt"><![CDATA[Teoria como Guia da Ação Prática]]></kwd>
<kwd lng="en"><![CDATA[The Teaching of Philosophy]]></kwd>
<kwd lng="en"><![CDATA[Critical Philosophies]]></kwd>
<kwd lng="en"><![CDATA[Theory as a Guide of Practical Action]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Caminhos cr&iacute;ticos no  processo ensino-aprendizagem em filosofia.</h2> <h3>Critical ways in the teaching-learning process of philosophy.</h3>     <p>&nbsp;</p> <h4>M&aacute;rcio Ant&ocirc;nio Cardoso Lima    <br> </h4> </font>      ]]></body>
</article>
