<?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>S1984-64442024000100236</article-id>
<article-id pub-id-type="doi">10.5902/1984644470677</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interesse epistemológico e formação escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Epistemological interest and school education]]></article-title>
<article-title xml:lang="es"><![CDATA[Sobre el interés epistemológico y la formación escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corbiniano]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100236&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O domínio propriamente epistemológico pode fazer sentido na formação escolar à medida que se possa considerá-lo, porventura, como uma oportunidade de aprimoramento da atividade humana de conhecer no plano do pensamento objetivo. Cabe ao ensino escolar contemporâneo o cultivo,a seu modo, dos valores de conhecimento próprios da racionalidade moderna. O aspecto propriamente epistemológico do conhecimento remete a um corpusde experiências do espírito racional, isto é, pode-se dizer de uma história de erros e superações internas ao próprio ato de conhecer, seu objetivo final éfundar a instância dopensamentoinstituinte, críticoe aberto. Nesse tempo histórico marcado por revoluções científicas é preciso buscar as condições de possiblidades para conhecimentos rigorosos, e mais que nunca manter o cultivo dos interesses humanos autênticos na formação. Este artigo é fruto de pesquisa da área de Educação em interlocução com referenciais da Filosofia, tendo como objetivo refletir acerca de alguns princípios do conhecimento objetivo, suas possibilidades, problemas, e sua relação com o conhecimento na escola. De umlado é preciso manter certo afastamento do caráter imediato e instrumental do conhecimento instituído, de outro lado, cabe manter proximidade com os valores de conhecimento que as ciências teoréticas podem proporcionar, ambos os lados são faces indispensáveis à reflexão acerca da formação escolar nesse início de século.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Properly epistemological knowledge, or objective knowledge, can be compatible with school education as it can be considered an opportunity to improve knowledge activity. It is up to contemporary school teaching to grow this dimension, which presumes pedagogical openness and insertion in the values of knowledge. The properly objective or epistemological aspect of knowledge refers to a corpus of reasoning experiences. Therefore, we can say of a history of errors and internal overcoming in the act of knowing, constituting a certain polemical and instituting instance of thought. In this historical time marked by technological and scientific revolutions, more than ever, it is necessary toseek conditions for more rigorous knowledge and to cultivate genuine human interests in education. This article is the result of research in the area of Education in dialogue with references from Philosophy and aims to reflect on some principles of objective knowledge, its possibilities, and problems concerning the knowledge developed at school. The distance from the immediate and instrumental character of established knowledge and the proximity to critical knowledge and thought values is indispensable forreflecting on school education at the beginning of this century.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo resultade una investigación en el área de la Educación en diálogo con referentes de la Filosofía, teniendo como objetivo reflexionar sobre algunos principios del conocimiento objetivo, así comoposibilidades, problemáticas y su relación con el conocimiento en la escuela.De modo que el texto intenta discutir que eldominio epistemológico en sí puede tener sentido en la educación escolar en la medida que sea considerado como una oportunidad para ampliarla actividad humana delconocer,en sentido depensamiento objetivo.Así se plantea que la educación escolar contemporánea debe cultivar los valores y los conocimientos de la racionalidad moderna. Para tanto, se entiende que elaspecto propiamente epistemológico del conocimiento se relaciona aun corpusde experiencias del espíritu racional, desarrollado poruna rutade errores y superaciones internas al acto mismo de conocer.Pero siempre con el objetivo de constituirse como un pensamiento instituyente. A lo largo de las revoluciones científicas, se puedebuscar lascondiciones de posibilidades para el conocimiento riguroso, y más que nunca mantener el cultivo de auténticos intereses humanos en la formación.Sin embargo, es necesariopor un ladomantener cierta distancia del carácter inmediato e instrumental del conocimiento establecido;por otro lado, es necesario mantener la proximidad a los valores del conocimiento que las ciencias teóricas pueden proporcionar. Peroambos casossonindispensables para la reflexión sobre la educación escolar en la actualidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia histórica]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Historical epistemology]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Epistemología histórica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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