<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132009000200002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A construção do conhecimento em diferentes perspectivas: contribuições de um diálogo entre Bachelard e Vigotski]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Joana de Jesus de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Smolka]]></surname>
<given-names><![CDATA[Ana Luiza Bustamante]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Unicamp  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2009</year>
</pub-date>
<volume>15</volume>
<numero>02</numero>
<fpage>245</fpage>
<lpage>268</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132009000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132009000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132009000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[As indagações que sustentam a escrita deste texto têm sua origem nas problematizações epistemológicas sobre a (inter)relação entre conhecimento e realidade. Enquanto exercício investigativo discutimos a construção do conhecimento por meio do estudo de dois pressupostos teóricos diferenciados. Fazendo parte de uma linha de trabalho considerada como uma filosofia de cisão, apresentamos os pressupostos de trabalho do epistemólogo francês Gaston Bachelard, filósofo da ciência que se destaca nas discussões sobre epistemologia da ciência. Seguindo outro campo de investigação considerada sistêmica e interacionista, apresentamos os principais fundamentos que compõem o trabalho de Lev Vigotski, pesquisador russo que se dedicou ao estudo da psicologia do desenvolvimento humano. Discutimos, nesse trabalho, os modos como Bachelard e Vigotski concebem a construção de conhecimento e as relações entre conhecimento cotidiano e conhecimento científico, buscando analisar as implicações dos distintos modos de compreensão para as relações de ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The inquiries leading us to write this text have their origin in some epistemological issues associated with the (inter)relation between knowledge and reality. While having an investigative approach, we discuss the construction of knowledge by focusing on two different theoretical suppositions. Being a part of a line of study that is regarded as a philosophy of rupture, we describe the presuppositions of the French epistemologist Gaston Bachelard, a philosopher of science who stands out in the discussions about the epistemology of science. According to another field of investigation considered to be systemic and based on interactive approach, we lay out the main fundamentals of the work of Lev Vigotski, a Russian researcher who focused his study on the psychology of human development. In this study, we discuss the approaches used by Bachelard and Vigotski to understand the construction of knowledge and the relations between everyday knowledge and scientific knowledge while seeking to analyze the implications from these different types of understanding for teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Produção de Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Psychology]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Construction]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A constru&ccedil;&atilde;o do conhecimento em diferentes perspectivas:  contribui&ccedil;&otilde;es de um di&aacute;logo entre Bachelard e Vigotski.</h2> <h3>Knowledge  construction in different perspectives: contributions from a dialogue between  Bachelard and Vigotski.</h3>     <p>&nbsp;</p> <h4>Joana de Jesus de Andrade, Ana Luiza Bustamante Smolka    <br> </h4> </font>      ]]></body><back>
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</article>
