<?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>S1981-416x2009000100002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pós-graduação e pesquisa: o processo de produção e de sistematização do conhecimento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Severino]]></surname>
<given-names><![CDATA[Antônio Joaquim]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2009</year>
</pub-date>
<volume>09</volume>
<numero>26</numero>
<fpage>13</fpage>
<lpage>27</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2009000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2009000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2009000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O trabalho trata da natureza da pós-graduação a partir de sua condição substantiva de lugar de produção do conhecimento, razão pela qual precisa atribuir centralidade ao processo de pesquisa. Dessa condição decorrem exigências epistemológicas, metodológicas e técnicas bem como práticas e posturas acadêmico-científicas a serem adotadas pelos integrantes da comunidade pós-graduanda, docentes e discentes, de modo a assegurar resultados fecundos tanto na construção de conhecimento novo como na formação de novos pesquisadores. Na abordagem da vida acadêmica na pós-graduação, destaca as questões relacionadas ao processo de orientação, do exame de qualificação e da elaboração da dissertação ou da tese. Conclui defendendo que a lide competente, criativa e crítica com o conhecimento metódico e sistemático é mediação imprescindível para se garantir igualmente o compromisso da ciência com a construção da cidadania. Assim, argumenta ainda que, além de privilegiar temáticas socialmente relevantes em suas linhas de pesquisa, os pós-graduandos, os seus docentes e o próprio Programa, como sujeito social e coletivo que é, não podem perder de vista essa finalidade intrínseca e imanente do conhecimento: contribuir intencionalizadamente para a emancipação dos homens, investindo nas forças construtivas das práticas reais mediadoras da existência histórica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The work approaches nature of post-graduate courses from their substantive condition of knowledge production place, on account of that they need to assign centrality to research process. From this condition flow epistemological, methodological and technical requirements as well as practical and scientific-academic positions to be adopted by members teachers and students of post-graduation community, to ensure fruitful results both in new knowledge construction and in new researchers forming. Approaching to academic life in post-graduate, the paper emphasizes questions connected with guidance process, with qualifying examination and dissertation or thesis development, arguing that competent, creative and critical postures with the methodical and systematic knowledge is also essential mediation to ensure the science commitment to the citizenship construction. Thus, further argues that, besides focusing on socially relevant subjects in their research lines, the postgraduate students, their teachers and the Program itself, as a social and collective agent, cannot neglect intrinsic and immanent knowledge aim: conduce on purpose to human emancipation, acting on real practices of constructive forces which mediate men’s historical existence.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Graduação]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Tese]]></kwd>
<kwd lng="pt"><![CDATA[Dissertação]]></kwd>
<kwd lng="en"><![CDATA[Research]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Thesis]]></kwd>
<kwd lng="en"><![CDATA[Dissertation]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>P&oacute;s-gradua&ccedil;&atilde;o e pesquisa: o  processo de produ&ccedil;&atilde;o e de sistematiza&ccedil;&atilde;o do conhecimento.</h2> <h3>Post-Graduation and research: the knowledge production and  systematization process.</h3>     <p>&nbsp;</p> <h4>Ant&ocirc;nio Joaquim Severino    <br> </h4> </font>      ]]></body><back>
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