<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15741994000200004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sabedoria docente: repensando a prática pedagógica]]></article-title>
<article-title xml:lang="en"><![CDATA[Rethinking educational practice]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias-da-Silva]]></surname>
<given-names><![CDATA[Maria Helena G. Frem]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,UNESP  ]]></institution>
<addr-line><![CDATA[Araraquara ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>1994</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>1994</year>
</pub-date>
<numero>89</numero>
<fpage>39</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15741994000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15741994000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15741994000200004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O caráter reflexivo do trabalho docente, as contradições detectadas entre o discurso e a ação dos professores, a ausência de isomorfismo entre as teorias e a prática pedagógica e a fragilidade do rótulo Ensino Tradicional como matriz analítica do cotidiano escolar são alvos de discussão neste trabalho. A investigação de uma "sabedoria docente" - crenças, valores, concepções e até procedimentos que norteiam o fazer dos professores, de natureza diversa quer do conhecimento científico, quer do senso comum - é aqui analisada e exemplificada mediante estudo realizado com professores de quintas séries do 1º Grau.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The reflective tone of this student paper, the contradictions detected between the discourse and action of teachers, the absence of isomorphism between educational theory and practice and the fragility of Traditional Educational label as the analytical matrices of daily school life are the theme of this work. The investigation of&#8221;student knowledge" - beliefs, values, concepts, and oven procedures that guide the work of teachers, that of a nature diverse from scientific knowledge or common sense - is analyzed in this article and given example by means of a study made with teachers of the fifth grade.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[1º Grau]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Cotidiano Escolar]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[   <h2><font face="Arial, Helvetica, sans-serif"><strong>Sabedoria  docente: repensando a pr&aacute;tica pedag&oacute;gica.</strong></font></h2> <h3><font face="Arial, Helvetica, sans-serif"><strong>Rethinking educational practice.&nbsp; </strong></font></h3> <font face="Arial, Helvetica, sans-serif">     <p>&nbsp;</p> <h4><strong>Maria  Helena G. Frem Dias-da-Silva&nbsp; </strong></h4>     <p>&nbsp;</p> </font>      ]]></body>

</article>
