<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822008000300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desvendando a Prática Pedagógica em História: o professor frente à história e seu ensino]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Branco]]></surname>
<given-names><![CDATA[Edwar de Alencar Castelo]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2008</year>
</pub-date>
<volume>31</volume>
<numero>03</numero>
<fpage>232</fpage>
<lpage>238</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822008000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822008000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822008000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho reflete sobre a prática pedagógica em história face às transformações ocorridas no âmbito das referências teóricas que informam aquela prática. A realização do trabalho beneficiou-se de referências conceituais pós-estruturalistas, como Gilles Deleuze e Michel Foucault. A conclusão permitiu ver o ensino de história como uma região em transição problemática: renovam-se as referências conceituais na produção do conhecimento histórico, mas esta renovação não repercute adequadamente sobre o ensino da disciplina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This work reflects about the pedagogical practice in history, having in mind the theoretical alterations in the area. The achievement of the work benefited itself of powders-structuralist references, as Gilles Deleuze and Michel Foucault. The conclusion permitted to see the education of history as a region in problematic transition: renew itself the references you evaluate in the output of the historical knowledge, but this renewal does not have repercussions adequately about the education of the discipline.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Paradigmas]]></kwd>
<kwd lng="en"><![CDATA[History]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Theoretical Paradigms]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Desvendando  a Pr&aacute;tica Pedag&oacute;gica em Hist&oacute;ria: o professor frente &agrave; hist&oacute;ria e seu ensino.</h2> <h3>Deciphering to Practical Pedagogical in History: the  teacher facing the history and his teaching.</h3>      ]]></body>
</article>
