<?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>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2020000100251</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.v34n70a2020-49642</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Filosofia da educação e pesquisa educacional: fragilidade teórica na investigação educacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Philosophy of education and educational research: theoretical fragility in educational research]]></article-title>
<article-title xml:lang="es"><![CDATA[Filosofía de la educación e investigación educativa: fragilidad teórica en la investigación educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dalbosco]]></surname>
<given-names><![CDATA[Cláudio Almir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mühl]]></surname>
<given-names><![CDATA[Eldon Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>70</numero>
<fpage>251</fpage>
<lpage>277</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2020000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2020000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2020000100251&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ensaio trata do problema da fragilidade teórica do campo investigativo educacional brasileiro e desenvolve a hipótese de que tal fragilidade deve-se ao fato da pesquisa educacional ter-se esquecido da pergunta pela validade de seu próprio conhecimento à medida que abandonou o diálogo crítico e criativo com a tradição. O texto apresenta, inicialmente, com base em Gatti, um diagnóstico da fragilidade teórica da pesquisa educacional brasileira. Na sequência, elenca e interpreta quatro fatores principais da fragilidade teórica e da frouxidão conceitual das pesquisas educacionais: o filosófico, o epistemológico, o político e o pedagógico. Por fim, problematiza o estatuto e a finalidade da filosofia da educação, concebendo o diálogo crítico com a tradição intelectual como uma das formas mais genuínas de sua contribuição à pesquisa educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The essay deals with the problem of the theoretical fragility of the Brazilian educational research field and develops the hypothesis that such fragility is due to the fact that educational research has forgotten the issue of the validity of its own knowledge as it abandoned the critical and creative dialogue with tradition. Based on Gatti, the text presents, initially, a diagnosis of the theoretical fragility of Brazilian educational research. In the sequence, it compares and interprets four main factors of the theoretical fragility and the conceptual laxity of the educational research: philosophical, epistemological, political and pedagogical. Finally, the essay problematizes the status and purpose of the philosophy of education by conceiving critical dialogue with the intellectual tradition as one of the most genuine forms of contribution to the educational research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este ensayo aborda el problema de la fragilidad teórica del campo de la investigación educativa brasileña y desarrolla la hipótesis de que tal fragilidad se debe al hecho de que la investigación ha olvidado la cuestión de la validez de su propio conocimiento al abandonar el diálogo crítico y creativo con tradición. El texto presenta, inicialmente, basado en Gatti, un diagnóstico de la fragilidad teórica de la investigación educativa brasileña. En la secuencia, compara e interpreta cuatro factores principales de la fragilidad teórica y la laxitud conceptual de las investigaciones educativas: la filosófica, la epistemológica, la política y la pedagógica. Finalmente, problematiza el estado y el propósito de la filosofía de la educación al concebir el diálogo crítico con la tradición intelectual como una de las formas más genuinas de su contribución a la investigación educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Research]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of Education]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[Filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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