<?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>S0100-15741996000100002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O debate atual sobre os paradigmas de pesquisa em educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves-Mazzotti]]></surname>
<given-names><![CDATA[Alda Judith]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,UFRJ  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>1996</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>1996</year>
</pub-date>
<numero>96</numero>
<fpage>15</fpage>
<lpage>23</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15741996000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15741996000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15741996000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo focaliza o debate sobre os paradigmas utilizados na pesquisa em educação, apontando alguns dos equívocos que caracterizam tal debate na década passada e indicando as tendências observadas nos trabalhos mais recentes dedicados à questão metodológica. Os três paradigmas considerados como sucessores do positivismo - pós-positivista teórico-crítico e construtivista - são brevemente discutidos, analisando-se seus pressupostos ontológicos e epistemológicos e seus aspectos metodológicos básicos, bem como as diferentes posições sobre as possibilidades de acomodação entre paradigmas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article focuses the debate on the paradigms used in educational research, pointing out some of the mistakes that characterized this debate during the last decade and indicating the trends observed in more recent work dedicated to methodological issues. The three paradigms regarded as the successors of positivism - post positivism, critical theory and construtivism - are briefly discussed, analyzing their ontological and epistemological assumptions and their basic methodological aspects, as well as the different positions regarding the possibilities of accommodation. Finally, the current debate is evaluated and it is concluded that the sharper characterization of the available alternatives opens new and promising perspectives to the research in the area.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paradigmas Metodológicos]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Positivismo]]></kwd>
<kwd lng="pt"><![CDATA[Teoria]]></kwd>
<kwd lng="pt"><![CDATA[Crítica]]></kwd>
<kwd lng="pt"><![CDATA[Construtivismo]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[   <font face="Arial, Helvetica, sans-serif">  <h2>O debate atual sobre os paradigmas de pesquisa em educação.</h2> <h3>Research paradigms in education: an overview of recent developments.</h3></p> <h4>Alda Judith Alves-Mazzotti</h4> </font>      ]]></body>
</article>
