<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2006000300002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A jovem pesquisa educacional brasileira]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[André]]></surname>
<given-names><![CDATA[Marli]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,PUC  ]]></institution>
<addr-line><![CDATA[SP ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<volume>06</volume>
<numero>19</numero>
<fpage>11</fpage>
<lpage>24</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2006000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2006000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2006000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto focaliza os principais momentos da história da pesquisa educacional no Brasil. O primeiro período tem como marco a criação do INEP (Instituto Nacional de Estudos e Pesquisas Educacionais), em 1938, ligado ao MEC, que vai apoiar pesquisas para dar subsídios às políticas educacionais. O segundo período é inaugurado com a criação do Centro Brasileiro e dos Centros Regionais de Pesquisa, em 1956, ligados ao INEP, que se encarregam da formação de recursos humanos para a pesquisa. O terceiro momento é o da criação dos cursos de pós-graduação, na década de 70, quando são dadas as condições para a institucionalização da pesquisa. O texto menciona que nessa trajetória relativamente curta da pesquisa educacional houve grande crescimento no número de trabalhos e mudanças nos temas, nos enfoques, nas metodologias e no contexto de produção. Menciona ainda que várias análises críticas da pesquisa educacional têm apontado problemas na qualidade dos trabalhos produzidos, como a pulverização de temas, o modismo e a fragilidade metodológica na abordagem dos problemas. Atribui parte desses problemas à falta de condições para produção do conhecimento científico no Brasil e alerta para a necessidade de enfrentar tais problemas para que a pesquisa possa atingir a maturidade com o nível de qualidade e o respeito devidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present text focus on different stages of the Brazilian educational research history. The landmark of the first period is the creation of INEP( National Institute of Studies and Educational Research, linked to Education Ministry ), in 1938, that will financially support research in order to get subsidies for educational polices. The second period starts with the creation of the Brazilian National Center and the Regional Research Centers (linked to INEP) in 1956, which are in charge to prepare human resources for research. The third period is the creation of graduate courses, in the 70’s, when there will be appropriate conditions to institutionalize the research process. Next, the text shows that even though Brazilian educational research is young, there has been a significant growth in the number of studies as well as many changes in research topics and approaches, and in the context of knowledge production. Moreover, the text points out that has been many critical analysis of educational research concerned to the quality of studies, like the pulverization of some topics and methological weaknesses in the approach of research problems. Last, the text argues that part of those drawbacks can be due to the lack of conditions for scientific knowledge production in Brazil and adverts that it is time to overcome them so that the educational research can achieve the maturity with an appropriate level of quality and respect.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa Educacional]]></kwd>
<kwd lng="pt"><![CDATA[História da Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade da Pesquisa]]></kwd>
<kwd lng="en"><![CDATA[Educational Research]]></kwd>
<kwd lng="en"><![CDATA[Research History]]></kwd>
<kwd lng="en"><![CDATA[Research Quality]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A jovem pesquisa educacional  brasileira.</h2> <h3>Brazilian educational research is young.</h3>     <p>&nbsp;</p> <h4>Marli Andr&eacute;    <br> </h4> </font>      ]]></body>

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