<?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>S1981-416x2016000400012</article-id>
<article-id pub-id-type="doi">10.7213/1981-416X.16.050.AO01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Instruir, aprender ou comunicar: Reflexão sobre os fundamentos das opções pedagógicas perspetivadas a partir do ato de ensinar]]></article-title>
<article-title xml:lang="en"><![CDATA[Instruct, learn or communicate: Reflection about the foundations of pedagogical options envisaged from the act of teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trindade]]></surname>
<given-names><![CDATA[Rui]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cosme]]></surname>
<given-names><![CDATA[Ariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>50</numero>
<fpage>1031</fpage>
<lpage>1051</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000400012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000400012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000400012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este &#233; um texto por meio do qual se visa abordar os projetos de educa&#231;&#227;o escolar, do ponto de vista dos seus pressupostos e implica&#231;&#245;es pedag&#243;gicas, a partir de uma abordagem que encontra na no&#231;&#227;o de paradigma o instrumento de organiza&#231;&#227;o de uma tal reflex&#227;o. Trata-se de uma decis&#227;o que visa definir a escala deste empreendimento, atrav&#233;s do qual se pretende refletir sobre as cren&#231;as e as conce&#231;&#245;es de car&#225;ter ontol&#243;gico e epistemol&#243;gico que fundamentam os diferentes tipos de op&#231;&#245;es subjacentes aos distintos modos de conceber o ato de ensinar, enquanto ato que, segundo Rold&#227;o (2009), permite identificar e caraterizar a atividade educativa, espec&#237;fica e singular, dos professores nas salas de aula. Neste trabalho, e de acordo com os pressupostos acabados de enunciar, partimos do princ&#237;pio que o ato de ensinar pode ser captado, hoje, em fun&#231;&#227;o de tr&#234;s paradigmas: o paradigma pedag&#243;gico da instru&#231;&#227;o, o paradigma pedag&#243;gico da aprendizagem e o paradigma pedag&#243;gico da comunica&#231;&#227;o (TRINDADE &amp; COSME, 2010). Tr&#234;s paradigmas que ser&#227;o objeto de interpela&#231;&#227;o neste artigo, na medida em que exprimem tr&#234;s modos distintos de pensar o que se entende por educar nas escolas e, concomitantemente, a rela&#231;&#227;o entre docentes, alunos e o patrim&#243;nio de informa&#231;&#245;es, instrumentos, procedimentos e atitudes que foram culturalmente validados e que s&#227;o considerados necess&#225;rios &#224; vida de cada um nas sociedades em que vivemos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This is a text that intends to discuss school education projects from the point of view of its assumptions and pedagogical implications. We start from the notion of paradigm to state what we want to do: reflect on the beliefs and ontological and epistemological conceptions that underlie the different types of options underlying the different ways of conceiving the act of teaching, which is understood, according to Rold&#227;o (2009), as an act that identify and characterize the educational, specific and singular activity of teachers in a classroom. In this paper such act will be discussed according to three paradigms: instruction paradigm, learning paradigm and communication paradigm (TRINDADE &amp; COSME, 2010). The three paradigms that will be the interpellation object of this text because they express three different ways of thinking about what is meant by education in schools and, concomitantly, the relationship between teachers, students and the patrimony of information, instruments, procedures and attitudes that were culturally validated and are required to the life of each of us in the societies in which we live.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Instrução]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Atividade Docente]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Instruction]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Teachers Activity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year></year>
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</ref-list>
</back>
</article>
