<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732015000300017</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2015v33n3p1229</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Indissociabilidade entre Ensino, Pesquisa e Extensão: um princípio necessário]]></article-title>
<article-title xml:lang="en"><![CDATA[Inseparability of Teaching, Research and Extension: a necessary principle]]></article-title>
<article-title xml:lang="es"><![CDATA[Inseparabilidad de Enseñanza, Investigación y Extensión: un principio necesario]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Nadia Gaiofatto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Educação Departamento de Teoria e Prática de Ensino]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>33</volume>
<numero>3</numero>
<fpage>1229</fpage>
<lpage>1256</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732015000300017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732015000300017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732015000300017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste trabalho &#233; discutir, de forma contextualizada, o princ&#237;pio da indissociabilidade entre ensino, pesquisa e extens&#227;o, no &#226;mbito universit&#225;rio no Brasil. Para tanto, aborda-se sua discuss&#227;o e inser&#231;&#227;o em normativas brasileiras, bem como seu processo de apropria&#231;&#227;o e implementa&#231;&#227;o, a partir da perspectiva te&#243;rica de Pierre Bourdieu. Considera-se o campo universit&#225;rio e acad&#234;mico e os habitus formativos, acad&#234;micos, institucionais e administrativos, que perpassam esse espa&#231;o social, a fim de discutir os caminhos desse processo. Destaca-se em especial o contexto posterior &#224; Constitui&#231;&#227;o federal de 1988, quando este princ&#237;pio &#233; estabelecido formalmente, como uma exig&#234;ncia para as universidades, e, tamb&#233;m, quando a reabertura democr&#225;tica no pa&#237;s contribu&#237;a para a discuss&#227;o da fun&#231;&#227;o do ensino superior e das universidades p&#250;blicas perante a sociedade, estabelecendo-se para estas institui&#231;&#245;es novas demandas, dentre as quais, o maior di&#225;logo com distintos setores da sociedade, a produ&#231;&#227;o de conhecimentos socialmente relevantes e a forma&#231;&#227;o acad&#234;mica articulada com demandas sociais e pesquisa. Como principal resultado deste processo, percebe-se que o modelo consolidado no Brasil ao longo do tempo, foi o do trip&#233; ensino, pesquisa e extens&#227;o como miss&#227;o da Universidade, o que n&#227;o necessariamente constitui a implementa&#231;&#227;o do princ&#237;pio da indissociabilidade na forma&#231;&#227;o acad&#234;mica e nas a&#231;&#245;es docentes e institucionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The aim of this work is to discuss contextually the principle of the inseparability of teaching, research and extension in Brazilian universities. To this end, the study addresses its discussion and insertion in Brazilian regulations, as well as how this process is appropriated and implemented, starting from the perspective of Pierre Bourdieu. The study focuses on universities and the academic, institutional and administrative fields and habitus that pervade this social space in order to discuss the paths that the process follows. The context in the wake of the Federal Constitution of 1988 is of particular importance. This was when this principle was formally established as a requirement for universities and also when the democratic reopening of the country contributed to the discussion of the role of higher education and universities before the society. New requirements were required for these institutions, including greater dialogue with different sectors of society, the production of socially relevant knowledge and academic education articulated with social and research requirements. The main result was that the model that has been consolidated in Brazil was based on three pillars: teaching, research and extension as the mission of the university. This did not necessarily constitute the implementation of the principle of inseparability in academic learning and in teaching and institutional actions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El objetivo de este trabajo es discutir, en su contexto, el principio de la indivisibilidad de la ense&#241;anza, investigaci&#243;n y extensi&#243;n, en la universidad en Brasil. Por lo tanto, se acerca a su discusi&#243;n e inclusi&#243;n en la normativa brasile&#241;a, as&#237; como su proceso de apropiaci&#243;n y aplicaci&#243;n, desde la perspectiva te&#243;rica de Pierre Bourdieu. Se considera la universidad y el campo y la formaci&#243;n acad&#233;mica habitus, acad&#233;mico, institucional y administrativa, que impregnan este espacio social con el fin de discutir las formas de este proceso. Especialmente presenta un recuento del contexto m&#225;s tarde la Constituci&#243;n federal de 1988, cuando este principio se estableci&#243; formalmente como un requisito para las universidades, y tambi&#233;n, cuando la reapertura democr&#225;tica en el pa&#237;s contribuy&#243; a la funci&#243;n de la educaci&#243;n superior de la discusi&#243;n y las universidades p&#250;blicas a la sociedad, el establecimiento de nuevas instituciones para estas demandas, entre las cuales, la mayor di&#225;logo con los diferentes sectores de la sociedad, la producci&#243;n de conocimiento socialmente relevante, y la formaci&#243;n acad&#233;mica y la investigaci&#243;n articulada con las demandas sociales. El principal resultado de este proceso, se percebe que el modelo consolidado en Brasil con el tiempo, fue el tr&#237;pode, la investigaci&#243;n y la extensi&#243;n de la ense&#241;anza de la misi&#243;n de la Universidad, que no es necesariamente la aplicaci&#243;n del principio de la indivisibilidade de la educaci&#243;n acad&#233;mica y en profesores y acciones institucionales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Extensão Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Integração Ensino-Pesquisa-Extensão]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[University Extension]]></kwd>
<kwd lng="en"><![CDATA[Integration Between Teaching]]></kwd>
<kwd lng="en"><![CDATA[Research and Extension. Higher Education]]></kwd>
<kwd lng="es"><![CDATA[Extensión Universitaria]]></kwd>
<kwd lng="es"><![CDATA[Integración Docencia-Investigación- Extensión]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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