<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122020000100125</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v25.e020033</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação inicial como espaço de desconstrução da experiência primeira: a construção do espírito científico do profissional pedagogo]]></article-title>
<article-title xml:lang="en"><![CDATA[Initial training as a space for the unique experience: the construction of the scientific spirit of the professional pedagogue]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castaman]]></surname>
<given-names><![CDATA[Ana Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Junges Júnior]]></surname>
<given-names><![CDATA[Mario Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Josimar de Aparecido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul Universidade do Vale do Rio dos Sinos Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Passo Fundo Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,IFRS Universidade de Passo Fundo Universidade Católica do Rio Grande do Sul]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122020000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122020000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122020000100125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Partindo do pressuposto de que os obstáculos epistemológicos, propostos por Gaston Bachelard, provocam situações de imobilidade frente ao conhecimento, impossibilitando, na maioria das vezes, o desen volvimento científico e bloqueando as capacidades dos sujeitos para uma atuação crítica e questionadora, característica da nova ciência, este artigo tem a finalidade de refletir sobre as contribuições da formação inicial do pedagogo para a desconstrução da experiência primeira. Para tanto, optou-se por uma pesquisa bibliográfica e documental pautada nos estudos de Bachelard que trata dos obstáculos epistemológicos à formação do espírito científico, nas Diretrizes Curriculares Nacionais do Curso de Pedagogia e dados de Programas de Pós-Graduação Stricto Sensu de 08 (oito) Instituições Públicas e Privadas de Ensino Superior dos Estados do Rio Grande do Sul e de Santa Catarina, no recorte temporal de 2018. Tal relação, entre o que descreve as Diretrizes e o que Bachelard pontua na formação do espírito científico, apresenta-se como possibilidade de compreensão e abertura de discussões a respeito do distanciamento de profissionais pedagogos dos espaços de pesquisa e experiências científicas em educação. A partir do contato com as obras pesquisadas e as Diretrizes Curriculares Nacionais para o Curso de Pedagogia, Licenciatura (BRASIL, 2006), percebeu-se entendimentos sobre a formação do pedagogo pesquisador, assim como pretextos para a necessidade de se continuar insistindo nessa dimensão formativa. Ainda, constatou-se que a formação inicial pode colaborar para a constituição do espírito científico do pedagogo, ampliando suas atuações enquanto cientista da educação. Para isso, torna-se necessário que os cursos de formação inicial tenham como fundamento a existência de obstáculos que podem, de modo negativo, contribuir para a inércia de seus estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on the assumption that the epistemological obstacles, proposed by Gaston Bachelard, cause situations of immobility in the face of knowledge, making scientific development impossible in most cases, and blocking the subjects&#8217; capacities for critical and questioning action, characteristic of the new science, this article aims to reflect on the contributions of the pedagogue&#8217;s initial formation to the deconstruction of the first experience. For this purpose, bibliographic and documentary research based on Bachelard&#8217;s studies was chosen, which deals with the epistemological obstacles to the formation of the scientific spirit, in the National Curricular Guidelines of the Pedagogy Course and data from Stricto Sensu Post-Graduation Programs of 08 (eight) Public and Private Institutions of Higher Education of the States of Rio Grande do Sul and Santa Catarina, in the 2018 time cut. This relationship, between what describes the Guidelines and what Bachelard points out in the formation of the scientific spirit, presents itself as a possibility of understanding and opening discussions about the distance of educational professionals from the spaces of research and scientific experiences in education. From the contact with the researched works and the National Curricular Guidelines for the Pedagogy Course, Degree (BRASIL, 2006), understandings about the formation of the research pedagogue were perceived, as well as pretexts for the need to continue insisting on this formative dimension. Furthermore, it was observed that initial formation can collaborate with the constitution of the scientific spirit of the pedagogue, extending his actions as a scientist of education. For this, it is necessary that the courses of initial formation be based on the existence of obstacles that can, in a negative way, contribute to the inertia of their students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Espírito científico]]></kwd>
<kwd lng="pt"><![CDATA[Formação de pedagogos]]></kwd>
<kwd lng="pt"><![CDATA[Diretrizes Curriculares da Pedagogia]]></kwd>
<kwd lng="en"><![CDATA[Scientific spirit]]></kwd>
<kwd lng="en"><![CDATA[Pedagogic training]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy Curriculum Guidelines]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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