<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492018000200203</article-id>
<article-id pub-id-type="doi">10.17058/rea.v26i2.8741</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A falácia da neutralidade na pesquisa e na educação]]></article-title>
<article-title xml:lang="en"><![CDATA[The fallacy of neutrality in research and education sumary]]></article-title>
<article-title xml:lang="es"><![CDATA[La falacia de la neutralidad en la investigación y la educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GUSTSASK]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SHAEFER]]></surname>
<given-names><![CDATA[Sérgio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[Santa Cruz do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[Santa Cruz do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>203</fpage>
<lpage>213</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492018000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492018000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492018000200203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Problematizamos, neste estudo, a tradição e a emergência recente da propalada neutralidade na pesquisa e na educação. O objetivo é contribuir com o debate em torno das implicações filosóficas, sociais e políticas de propostas educacionais que desconsideram o envolvimento das pessoas e de suas utopias nas atividades que envolvem a pesquisa e a educação como ação do ser humano no mundo. Nossas reflexões decorreram de pesquisa de base bibliográfica, com pequenos aportes de periódicos e documentos da área da educação. A intenção foi abordar o tema da falácia da neutralidade inicialmente a partir de conceitos específicos para chegar a uma compreensão mais ampla e suas implicações para a escola e a educação. Tratando dos sentidos das palavras com as quais se registra o próprio tema, especialmente quanto ao seu significado gramatical, semântico, dicionarizado, propusemos chegar aos sentidos mais complexos nos quais tratamos das suas implicações históricas, sociais e políticas. Nossas principais referências teóricas foram Hilton Japiassu (1975), o Projeto de Lei nº 867/2015, Citelli (2002), Bourdieu (2003), a LDB (BRASIL, 1996), Florestan Fernandes (1980), Paulo Freire (1989; 1990); Edgar Morin (2007) e Boaventura de Sousa Santos (1987), entre outros. As conclusões dão conta de que não apenas é impossível a neutralidade na pesquisa e na educação, bem como confirmam a tese de que defender a sua possibilidade é pura falácia. Em consequência, isso nos leva à responsabilidade, por um lado, com o repensar nossas práticas científicas, pedagógicas e políticas como processos profunda e complexamente imbricados, interdependentes e complementares. E, por outro lado, a assumir o compromisso de dessacralizar os afazeres científicos aproximando-os do cotidiano das pessoas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this study, we problematize the tradition and the recent emergence of the established neutrality in research and education. The objective is to contribute to the debate around the philosophical, social and political implications of educational proposals that disregard the involvement of people and their utopias in the activities that involve research and education as human action in the world. Our reflections were based on bibliographical research, with small contributions from periodicals and documents from the area of education. The intention was to approach the issue of the fallacy of neutrality initially from specific concepts to arrive at a broader understanding and its implications for school and education. By treating the meanings of the words with which the theme itself is recorded, especially as to its grammatical, semantic, and dictionarised meaning, we propose to arrive at the most complex meanings in which we deal with its historical, social and political implications. Our main theoretical references were Hilton Japiassu (1975), the Law Project 867/2015, Citelli (2002), Bourdieu (2003), LDB (BRASIL, 1996), Florestan Fernandes (1980), Paulo Freire (1989; 1990); Edgar Morin (2007) and Boaventura de Sousa Santos (1987), among others. The conclusions are that not only is neutrality in research and education impossible, but they also confirm the thesis that defending their possibility is pure fallacy. Consequently, this leads us to the responsibility, on the one hand, to rethink our scientific, pedagogical and political practices as processes that are profoundly and intricately intertwined, interdependent and complementary. And, on the other hand, to make a commitment to desacralize scientific tasks by bringing them closer to people's daily lives]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Nosotros problematizamos, en este estudio, la tradición y la reciente aparición de la cacareada neutralidad en la investigación y la educación. El objetivo es contribuir al debate sobre las implicaciones filosóficas, sociales y políticas de las propuestas educativas que ignoran la participación de las personas y sus utopías en las actividades relacionadas con la investigación y la educación como la acción del ser humano en el mundo. Nuestras reflexiones se debieron a base de investigación bibliográfica, con pequeñas aportaciones de publicaciones periódicas y documentos del ámbito de la educación. La intención fue abordar la cuestión de la falacia de la neutralidad inicialmente a partir de conceptos específicos para llegar a una comprensión más amplia y sus implicaciones para la escuela y la educación. Tratando con los significados de las palabras con las que se registra el tema en sí mismo, especialmente en cuanto a su significado gramatical, semántica y en los diccionarios, propusimos llegar a los sentidos más complejos en el cual tratamos de sus implicaciones históricas, sociales y políticas. Nuestros principales referencias teóricas fueran Hilton Japiassu (1975), el proyecto de ley Nº 867/2015, Citelli (2002), Bourdieu (2003), LDB (BRASIL, 1996), Florestan Fernandes (1980), Paulo Freire (1989; 1990); Edgar Morin (2007) y Boaventura de Sousa Santos (1987), entre otros. Las conclusiones dan cuenta de que no sólo la neutralidad es imposible en la investigación y la educación, así como confirman la tesis que defenden su posibilidad es pura falacia. En consecuencia, esto nos lleva a la responsabilidad, por una parte, de repensar nuestras prácticas científicas, pedagógicas y políticas como procesos profundos y complejamente entrelazados, interdependientes y complementarias. Por otra parte, lleva a hacer un compromiso para desacralizar asuntos científicos acercando a ellos de la vida diaria de las personas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Falácia]]></kwd>
<kwd lng="pt"><![CDATA[Neutralidade]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Research]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Fallacy]]></kwd>
<kwd lng="en"><![CDATA[Neutrality]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Investigación]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Falácia]]></kwd>
<kwd lng="es"><![CDATA[Neutralidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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