<?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>S1981-416x2014000200005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A construção de práticas pedagógicas inter/multiculturais no ensino fundamental e os saberes docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Emília Freitas de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<volume>14</volume>
<numero>42</numero>
<fpage>305</fpage>
<lpage>414</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2014000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2014000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2014000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo problematiza a construção de práticas pedagógicas inter/multiculturais no Ensino Fundamental, em contraponto com a concepção de saberes docentes. Para tanto, analisa resultados de duas pesquisas, oriundas de teses de doutorado, ambas versando sobre práticas pedagógicas de docentes que se propunham a trabalhar na perspectiva inter/multicultural. Propõe que, para desenvolver os conteúdos escolares inter/multiculturalmente, não basta que o docente construa e acione saberes, entendidos na perspectiva racional; é preciso que tais saberes sejam conjugados com crenças e valores coerentes com esse tipo de atuação, o que requer uma autopercepção mais honesta por parte dos professores. Além disso, o artigo defende que a discussão dos saberes docentes muito se relaciona à dimensão ética - a ética do humano, do ser-mais -, na direção da universalização de mínimos éticos visando à preservação da dignidade humana. Finalmente, tece considerações a respeito das consequências de tais ideias para a formação de professores e para a formação de seus formadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses the construction of inter/multicultural pedagogical practices in the elementary teaching, as opposed to the conception of the teaching knowledge. For that, it analyzes the results of two researches, from doctorate theses, both of which deal with pedagogical practices by teachers that were willing to work in the inter/multicultural perspective. It proposes the idea that in order to develop the inter/multicultural school content it is not enough that the teacher construct and trigger the knowledge, in the rational perspective, but that such knowledge be conjugated with beliefs and values coherent with this kind of acting, which require a more honest self-perception by the teachers. It defends the idea that the discussion of teaching knowledge is very much connected to the ethical dimension - the ethics of human, of being-more - towards the universalization of minimum ethical aiming at the preservation of human dignity. Finally, it shows considerations regarding the consequences of such ideas to teachers’ formation as well as to their teachers’ formation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inter/Multiculturalidade]]></kwd>
<kwd lng="pt"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Currículo em Ação]]></kwd>
<kwd lng="en"><![CDATA[Inter/Multiculturality]]></kwd>
<kwd lng="en"><![CDATA[Teaching Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Curriculum in Action]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A  constru&ccedil;&atilde;o de pr&aacute;ticas pedag&oacute;gicas inter/multiculturais no ensino fundamental e  os saberes docentes.</h2> <h3>The construction of inter/multicultural pedagogical  practices in the elementary teaching and the teaching knowledge.</h3>     <p>&nbsp;</p> <h4>Em&iacute;lia  Freitas de Lima</h4> </font>      ]]></body><back>
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