<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442023000100246</article-id>
<article-id pub-id-type="doi">10.5902/1984644467095</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Racionalidades e epistemologias da prática: reflexões teóricas e metodológicas na/para compreensão das práticas da docência]]></article-title>
<article-title xml:lang="en"><![CDATA[Rationalities and epistemologies of practice: theoretical and methodological reflections on/for understanding teaching practices]]></article-title>
<article-title xml:lang="es"><![CDATA[Racionalidades y epistemologías de la práctica: reflexiones teóricas y metodológicas en/para comprender las prácticas docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Tiago Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guedes]]></surname>
<given-names><![CDATA[Neide Cavalcante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina PI]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100246&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100246&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100246&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As práticas educativas têm se configurado como objeto de estudo de pesquisadores educacionais e como tema de diálogos permanentes nos espaços formativos, oportunizando saberes muldimensionais mobilizados por reflexões sobre as intencionalidades dessas ações no campo educativo. Objetivamos discutir sobre as racionalidades e epistemologias da educação que colaboram para a compreensão das práticas da docência, mediadas pelos pressupostos teóricos e metodológicos que subjazem o desenvolvimento da docência nos diferentes campos que as constituem.Partimos do pressuposto de que os estudos sobre a racionalidade e as epistemologias em Educação colaboram para a compreensão das práticas da docência se configurando como unidades teóricas que alicerçam o saber/fazer prático no contexto da ação educativa e estesao serem (re)elaborados no processo da reflexão/ação permanente do ensinar e aprender favorecem a construção de saberes múltiplos desencadeando melhorias na qualidade do trabalho docente. Este estudo é um artigo teórico que se originou dos debates reflexivos na disciplina de Prática Educativa do doutorado em Educação. As discussões tecidas no campo teórico-reflexivo no contexto educativo sobre a racionalidade e as epistemologias tornam-se temáticas imprescíndíveis para aprofundarmos e refletirmos acerca das necessidades formativas de professores, sobre os saberes,práticas e profissionalidade docente, haja vista que estes conhecimentos estão subjcentes ao campo de estudo desta pesquisa. Portanto, o compartilhamento de saberes nos momentos dialógicos sobre a prática educativa, ancorados nos estudos teóricos, evidenciaram reflexões permanentes sobre os processos formativos e a ação docente favorecendo a ressignificação de saberes teóricos em relação às racionalidades e às epistemologias da prática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Educational practices have been configured as an object of study for educational researchers and as a theme of permanent dialogues in training spaces, providing opportunities for multidimensional knowledge mobilized by reflections on the intentions of these actions in the educational field. We aim to discuss the rationalities and epistemologies of education that collaborate in the understanding of teaching practices, mediated by the theoretical and methodological assumptions that underlie the development of teaching in the different fields that constitute them. We start from the assumption that studies on rationality and epistemologies in education collaborate in the understanding of teaching practices, configuring themselves as theoretical units that support practical know-how in the context of educational action and these, when (re)elaborated in the process of permanent reflection/action of teaching and learning favor the construction of multiple knowledge, triggering improvements in the quality of teaching work. This study is a theoretical article that originated from reflective debates in the discipline of educational practice of the doctorate in education. The discussions held in the theoretical-reflexive field in the educational context on rationality and epistemologies become essential themes for deepening and reflecting on the training needs of teachers, on the knowledge, practices and teaching professionalism, given that this knowledge is underlying the field of study of this research. Therefore, the sharing of knowledge in dialogic moments about educational practice anchored in theoretical studies, evidenced permanent reflections on training processes and teaching action, favoring the re-signification of theoretical knowledge in relation to the rationalities and epistemologies of practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las prácticas educativas han sido objeto de estudio por parte de investigadores educativos y tema de diálogos permanentes en los espacios de formación, brindando oportunidades para la movilización de conocimientos multidimensionales a través de reflexionessobre las intencionalidades de estas acciones en el ámbito educativo. Nuestro objetivo es discutir las racionalidades y epistemologías de la educación que contribuyen a la comprensión de las prácticas docentes, mediadas por los presupuestos teóricos y metodológicos que subyacen al desarrollo de la enseñanza en los diferentes campos que la conforman. Partimos del supuesto de que los estudios sobre la racionalidad y las epistemologías en educación contribuyen a la comprensión de las prácticas docentes, configurándose como unidades teóricas que fundamentan el conocimiento y la práctica en el contexto de la acción educativa, y que, al ser (re)elaborados en el proceso de reflexión y acción permanente de enseñar y aprender, favorecen la construcción de múltiples saberes que generan mejoras en la calidad del trabajo docente. Este estudio es un artículo teórico que se originó a partir de debates reflexivos en la disciplina de Práctica Educativa del doctorado en Educación. Las discusiones tejidas en el campo teórico-reflexivo en el contexto educativo sobre la racionalidad y las epistemologías se vuelven temas indispensables para profundizar y reflexionar sobre las necesidades formativas de los profesores, los conocimientos, las prácticas y la profesionalidad docente, dado que estos conocimientos están subyacentes al campo de estudio de esta investigación. Por lo tanto, el intercambio de conocimientos en los momentos dialógicos sobre la práctica educativa, fundamentados en estudios teóricos, ha evidenciado reflexiones permanentes sobre los procesos formativos y la acción docente, favoreciendo la resignificación de los saberes teóricos en relación con las racionalidades y las epistemologíasde la práctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Racionalidades]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologias]]></kwd>
<kwd lng="pt"><![CDATA[Práticas educativa]]></kwd>
<kwd lng="pt"><![CDATA[Pedagógica e docente]]></kwd>
<kwd lng="en"><![CDATA[Rationalities]]></kwd>
<kwd lng="en"><![CDATA[Epistemologies]]></kwd>
<kwd lng="en"><![CDATA[Practices educational]]></kwd>
<kwd lng="en"><![CDATA[pedagogical and teaching]]></kwd>
<kwd lng="es"><![CDATA[Racionalidades]]></kwd>
<kwd lng="es"><![CDATA[Epistemologías]]></kwd>
<kwd lng="es"><![CDATA[Prácticas educativas]]></kwd>
<kwd lng="es"><![CDATA[pedagógicas y de enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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