<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102011000300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O papel da interdisciplinaridade e a formação do professor: aspectos histórico-filosóficos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Maria Antonia Ramos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Maria de Fátima R. de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,UNESP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A06">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>15</volume>
<numero>03</numero>
<fpage>206</fpage>
<lpage>213</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102011000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102011000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102011000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo apresenta reflexões sobre o conceito de interdisciplinaridade desde uma perspectiva histórico-filosófica, relacionando-a com a formação de professores. Tais reflexões foram construídas mediante uma pesquisa bibliográfica sobre o tema, através da qual houve o entendimento de que a interdisciplinaridade pode ser compreendida como princípio epistemológico e como atitude metodológica, influenciando significativamente a formação do professor por meio de ações formativas interdisciplinares. A análise mostrou a importância da construção, em sala de aula, de um ambiente que potencialize práticas interdisciplinares e a necessidade de criação de um espaço escolar que institucionalize essas ações, ao possibilitarem novas formas de se pensar e criar conhecimentos. Com base nos resultados do estudo, pode-se afirmar a relevância de que os professores universitários formadores possam redimensionar o entendimento acerca do papel da interdisciplinaridade e que não busquem integrar conteúdos de forma alienada e justaposta, abrindo possibilidades para a criação de novos encaminhamentos teórico-práticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper we review the concept of interdisciplinarity from a historic-philosophical perspective, and relate it to teacher education and training. The methodological approach developed here was that interdisciplinarity may be exercised both as an epistemological principle and as a methodological attitude , thus significantly influencing teacher education through interdisciplinary formative actions. We highlighted the importance of creating and maintaining, in the classroom, an environment that not only allows but also evokes interdisciplinary practices. It is equally important that such practices have an institutional place and support where they may develop, allowing the emergence of new forms of thinking and knowing. It is possible to concle that it is relevant that professors at universities (formative professors) re-evaluate the role of interdisciplinarity by not misunderstanding it as simple juxtaposition of subject matter, but, instead, that they open possibilities for the development of new theoretical and practical path to knowing.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Princípio Epistemológico]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Epistemological Principle]]></kwd>
<kwd lng="en"><![CDATA[Methodological Attitude]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O  papel da interdisciplinaridade e a forma&ccedil;&atilde;o do professor: aspectos  hist&oacute;rico-filos&oacute;ficos.</h2> <h3>The role of interdisciplinarity and teacher training: historical  and philosophical aspects.</h3>     <p>&nbsp;</p> <h4>Maria  Antonia Ramos Azevedo, Maria de F&aacute;tima R. de Andrade</h4> </font>      ]]></body><back>
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</article>
