<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352020000100009</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2020v58n55id19150</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Onze teses sobre a relação entre psicologia educacional e pedagogia escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Eleven theses on the relationship between educational psychology and school pedagogy]]></article-title>
<article-title xml:lang="es"><![CDATA[Once tesis sobre la relación entre la psicología educativa y la pedagogía escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Giselle Modé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Lígia Márcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Bauru ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>58</volume>
<numero>55</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352020000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352020000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352020000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do presente texto é problematizar a relação entre a ciência psicológica - em sua subárea educacional - e a ciência pedagógica, destinada às instituições escolares, em seus subsídios ao trabalho pedagógico. À luz do aporte metodológico materialista dialético e por meio de um estudo bibliográfico, colocamos em tela o enfoque histórico-cultural naquilo que a natureza do ensino desenvolvente advoga, isto é, intencionalmente, projetado para a promoção do desenvolvimento omnilateral dos indivíduos. Consideramos que este postulado culmina na necessidade de aclaramento acerca da identidade e especificidades das referidas ciências ao terem a escola como locus de suas implementações práticas. Para tanto, temos as contribuições de Dermeval Saviani em seu texto Onze teses sobre educação e política como eixo organizativo deste artigo. Por analogia ao estudo de Saviani, apresentamos aqui onze teses sobre a relação entre psicologia educacional e pedagogia escolar, as quais analisam as especificidades e semelhanças de cada uma destas ciências, assim como as posiciona na prática social. Concluímos com uma unidade mínima de análise, qual seja: é a psicologia educacional que se subordina à pedagogia escolar, e não o contrário.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this paper is to problematize the relationship between psychological science &#8722; in its educational subarea - and pedagogical science, aimed at school institutions, in its subsidies to pedagogical work. In light of the dialectical materialist methodological input and through a bibliographical study, we put the historical-cultural perspective on what the nature of developmental teaching advocates, that is, intentionally designed to promote the omnilateral development of individuals. We consider that this postulate culminates in the need to clarify the identity and specificities of these sciences by having the school as the locus of their practical implementations. For this purpose, we have the contributions of Dermeval Saviani in his text Eleven theses on education and politics as the organizational axis of this article. By analogy to Saviani's study, we present here eleven theses on the relationship between educational psychology and school pedagogy, which analyze the specificities and similarities of each of these sciences, as well as position them in social practice. We conclude with a minimum unit of analysis, which is: it is educational psychology that is subordinate to school pedagogy, not the other way around.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es problematizar la relación entre la ciencia psicológica, em su subárea educativa, y la ciencia pedagógica dirigida a las instituciones escolares , en sus subsidios al trabajo pedagógico. A la luz del enfoque metodológico materialista dialéctico y a través de un estudio bibliográfico, ponemos el enfoque histórico-cultural en lo que la naturaleza de la enseñanza para el desarrollo defiende, es decir, diseñada intencionalmente para promover el desarrollo omnilateral de los individuos. Consideramos que este postulado culmina en la necesidad de aclarar la identidad y las especificidades de estas ciencias al tener a la escuela como el lugar de sus implementaciones prácticas. Por lo tanto, tenemos las contribuciones de Dermeval Saviani em su texto Once tesis sobre educación y política como eje organizativo de este artículo. Por analogia com el estudio de Saviani, presentamos aquí once tesis sobre la relación entre la psicología educacional y la pedagogía escolar, que analizan las especificidades y similitudes de cada una de estas ciencias y las posicionan en la práctica social. Concluimos con una unidad mínima de análisis, a saber: es la psicología educativa que está subordinada a la pedagogía escolar, y no al revés.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia escolar]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia histórico-crítica]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia histórico-cultural]]></kwd>
<kwd lng="en"><![CDATA[Educational psychology]]></kwd>
<kwd lng="en"><![CDATA[School pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Historical-critical-pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Historical-cultural psychology]]></kwd>
<kwd lng="es"><![CDATA[Psicología educacional]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía escolar]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía histórico-crítica]]></kwd>
<kwd lng="es"><![CDATA[Psicología histórico-cultural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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