<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922015000100027</article-id>
<article-id pub-id-type="doi">10.2592/EDT17N1A20150041</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A perspectiva epistemológica em Antônio Gramsci e a pesquisa de políticas educacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[The epistemological perspective on Antonio Gramsci and the research of educational policies]]></article-title>
<article-title xml:lang="es"><![CDATA[La perspectiva epistemológica sobre Antônio Gramsci y la investigación de políticas educativas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Maria de Lourdes Pinto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Sidney Reinado da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina Programa de Pós Graduação em Educação ]]></institution>
<addr-line><![CDATA[SC ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>27</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922015000100027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922015000100027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922015000100027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto busca apresentar a investiga&#231;&#227;o das pol&#237;ticas nos marcos da obra de Gramsci, para debater certos desafios que a "pesquisa educacional" deve enfrentar. Pressup&#245;e-se que a pesquisa em educa&#231;&#227;o &#233; tamb&#233;m uma forma de rela&#231;&#227;o pedag&#243;gica/hegem&#244;nica, n&#227;o podendo ser neutra em rela&#231;&#227;o &#224; cultura, mas, sobretudo, como produtora de cultura e vis&#227;o de mundo mais elaboradas. Estudar quest&#245;es ligadas &#224; epistemologia de Gramsci exige a explicita&#231;&#227;o do que o autor compreendia por intelectual org&#226;nico e pr&#225;xis investigativa. O pensamento de Antonio Gramsci retoma o princ&#237;pio marxista da totalidade para compreender a atividade intelectual. Perante sua concep&#231;&#227;o de pr&#225;xis, a categoria de intelectual ganhou outro significado. Sua defini&#231;&#227;o de intelectual org&#226;nico tornou-se fundamental para investigar a pesquisa das pol&#237;ticas educacionais e n&#227;o apenas as pol&#237;ticas educacionais propriamente ditas. Nesse sentido, se a pol&#237;tica educacional for tomada como uma ci&#234;ncia particular, ela merece a mesma cr&#237;tica que Gramsci faz &#224; sociologia e &#224; economia, isto &#233;, produz verdades parciais que devem ser reapropriadas no &#226;mbito da totalidade da investiga&#231;&#227;o operada pela filosofia da pr&#225;xis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper aims to present the investigation of the political milestones in the work of Gramsci, to discuss certain challenges that "educational research" must face. It is assumed that research in education is also a way of teaching / hegemonic relationship can not be neutral in relation to culture, but primarily as a producer of culture and vision of more elaborate world. Studying issues of epistemology Gramsci requires clarification of what the author understood by organic intellectual and investigative praxis. The thought of Antonio Gramsci takes up the Marxist principle of totality to understand the intellectual activity. Given his conception of praxis category of intellectual gained another meaning. His definition of organic intellectual has become crucial to investigate the research of educational policies and not only educational policies themselves. In this sense, the educational policy is taken as a particular science, it deserves the same criticism that Gramsci does sociology and economics, ie, produces partial truths that must be re-appropriated as part of the entire research operated by the philosophy of praxis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este trabajo tiene como objetivo presentar la investigaci&#243;n de los hitos pol&#237;ticos en la obra de Gramsci, para discutir ciertos desaf&#237;os que "la investigaci&#243;n educativa" debe enfrentar. Se supone que la investigaci&#243;n en la educaci&#243;n es tambi&#233;n una forma de ense&#241;anza / relaci&#243;n hegem&#243;nica no puede ser neutral en relaci&#243;n con la cultura, pero sobre todo como productor de cultura y visi&#243;n del mundo m&#225;s elaborada. El estudio de los problemas de la epistemolog&#237;a Gramsci requiere una aclaraci&#243;n sobre lo que el autor entiende por intelectual org&#225;nico y praxis investigativa. El pensamiento de Antonio Gramsci retoma el principio marxista de la totalidad de entender la actividad intelectual. Dada su concepci&#243;n de la categor&#237;a de praxis intelectual gan&#243; otro significado. Su definici&#243;n de intelectual org&#225;nico se ha convertido en crucial para investigar la investigaci&#243;n de las pol&#237;ticas educativas y no s&#243;lo a ellos mismos las pol&#237;ticas educativas. En este sentido, la pol&#237;tica educativa se toma como una ciencia particular, que merece la misma cr&#237;tica que Gramsci hace la sociolog&#237;a y la econom&#237;a, es decir, produce verdades parciales que deben ser re-asignados como parte de toda la investigaci&#243;n operado por la filosof&#237;a de la praxis.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Epistemologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa de Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Educação e Teoria Gramsciana]]></kwd>
<kwd lng="en"><![CDATA[Educational Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Public Policy]]></kwd>
<kwd lng="en"><![CDATA[Search for Educational Policy]]></kwd>
<kwd lng="en"><![CDATA[Education and Gramscian Theory]]></kwd>
<kwd lng="es"><![CDATA[Epistemología Educativo]]></kwd>
<kwd lng="es"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="es"><![CDATA[Búsqueda de Política Educativa]]></kwd>
<kwd lng="es"><![CDATA[La Educación y la Teoría Gramsciana]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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