<?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>S1981-416x2017000301017</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.053.ao15</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Reflexiones sobre la enseñanza de la política educativa y la formación de investigadores en el campo]]></article-title>
<article-title xml:lang="pt"><![CDATA[Reflexões sobre o ensino de política educativa e a formação de pesquisadores]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflections on the teaching of educational policy and researcher&#8217;s formation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tello]]></surname>
<given-names><![CDATA[César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Tres de Febrero  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>53</numero>
<fpage>1017</fpage>
<lpage>1050</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000301017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000301017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000301017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se presentan algunas reflexiones sobre la enseñanza de la política educacional y la formación de investigadores del campo. Se analiza el rol de los profesores del espacio curricular de la política educacional y el de los formadores de investigadores. Se plantea que los procesos formativos tanto en el grado como en el posgrado no puede estar desprendido del conocimiento de las matrices históricas del campo y sus epistemes de época. Argumentando que no existe un solo posicionamiento que deba ser transmitido en los procesos formativos a los jóvenes que estudian política educacional. Sino que es un desafío y un compromiso epistemológico para profesores y formadores mostrar, desarrollar y explicar los múltiples modos de abordar la política educacionales desde diversas matrices históricas, teóricas y epistemológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo algumas reflexões sobre o ensino de política educacional e formação de pesquisadores no campo são apresentadas. Investigam-se os papeis dos professores do espaço curricular da política educacional e dos formadores de investigadores. Afirma-se que os processos de formação, tanto de graduação e pós-graduação não podem ser separados do conhecimento das matrizes históricas do período do campo e de seus aspectos epistemológicos. Argumentando que não há uma posição única que deva ser transmitida no processo formativo de jovens que estudam a política de educação. Mas é um desafio e um compromisso epistemológico, para professores e formadores, desenvolver e explicar as muitas maneiras de abordar a política educacional a partir de várias matrizes históricas, teóricas e epistemológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper some reflections on the teaching of educational policy and training of researchers in the field are presented. The teacher&#8217;s role of curricular space of educational policy and researchers&#8217; trainers are analyzed. It is stated that the training processes in both degree and postgraduate studies cannot be detached from the knowledge of the historical matrices of the field and epistemic period. It is argued that there is no single position that is to be transmitted in the formative process to young people studying education policy. But it is a challenge and an epistemological for teachers and trainers, to develop and explain the many ways to address the educational policy from various historical, theoretical and epistemological matrices.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Políticas educacionales]]></kwd>
<kwd lng="es"><![CDATA[Modelos teóricos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educativas]]></kwd>
<kwd lng="pt"><![CDATA[Modelos teóricos]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Theoretical models]]></kwd>
</kwd-group>
</article-meta>
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