<?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>S1981-416x2017000300777</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.053.ao04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino universitário como espaço de formação: contributo para uma reflexão sobre os desafios curriculares como desafios epistemológicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching and learning in higher education: contribution to reflect on the curricular challenges as epistemological challenges]]></article-title>
<article-title xml:lang="es"><![CDATA[Universidad enseñanza como espacio de formación: contributo a una reflexión sobre el currículo retos como los desafíos epistemológicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trindade]]></surname>
<given-names><![CDATA[Rui]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>53</numero>
<fpage>777</fpage>
<lpage>795</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000300777&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000300777&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000300777&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este é um texto onde se reflete sobre a dimensão curricular dos projetos de formação no Ensino Universitário a partir dos desafios epistemológicos com que os mesmos nos confrontam. Parte-se da análise da Psicologia da Educação, como disciplina que integra os planos de estudos dos cursos de formação de professores, de mediadores socioeducativos, de educadores sociais, de animadores socioculturais ou, entre outros, de pedagogos sociais, para se discutir se tais planos de estudos poderão continuar a ser organizados em função de disciplinas estanques entre si ou se, em alternativa, tais planos deveriam ser configurados em função de problemáticas estruturantes que, mobilizando os saberes de áreas científicas distintas, permitem abordar tais problemáticas como entidades complexas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This is a text where the curricular dimension of training projects in Higher Education is seen according to the epistemological challenges that these training projects confront us. It starts from the analysis of Educational Psychology, as a discipline that integrates the curricula of teacher training courses, social educators, sociocultural animators or, among others, social pedagogues, to discuss if those training courses should be organized through closed disciplines or through broad issues that mobilized the knowledge of different scientific areas, which allow to deal with such issues as complex entities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este es un texto que se refiere a la dimensión curricular de proyectos de formación en la Educación Superior como desafíos epistemológicos. A partir del análisis de Psicología de la Educación, como una disciplina que integra los planes de estudio de los cursos de formación de profesores, educadores sociales, animadores socioculturales o, entre otros, pedagogos sociales, se discute si los dichos planes deben organizarse como disciplinas separadas o como problemas estructurantes que pueden movilizar los conocimientos de diferentes áreas científicas, los cuales permiten abordar esos problemas como entidades complejas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Universitário]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia e Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Paradigma da complexidade]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Epistemology and Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Paradigm of complexity]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Epistemología y Currículo]]></kwd>
<kwd lng="es"><![CDATA[Paradigma de la complejidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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