<?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>S1982-99492023000300007</article-id>
<article-id pub-id-type="doi">10.17058/rea.v31i3.16137</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A atualidade do debate epistemológico em educação: um estudo comparado entre Freire e Schön]]></article-title>
<article-title xml:lang="en"><![CDATA[The currentness of the epistemological debate in education: a comparative study between Freire and Schön]]></article-title>
<article-title xml:lang="es"><![CDATA[La actualidad del debate epistemológico en educación: un estudio comparativo entre Freire y Schön]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Taddei]]></surname>
<given-names><![CDATA[Paulo Eduardo Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paludo]]></surname>
<given-names><![CDATA[Conceição]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Educacional de Educação Ponche Verde  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>31</volume>
<numero>3</numero>
<fpage>7</fpage>
<lpage>20</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492023000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492023000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492023000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo foi o de aclarar as propostas epistemológicas de Donald Schön, dado a aceitação da categoria de práxis reflexiva, e a proposição de Paulo Freire, cuja categoria central é a práxis educativa. Trata-se de uma pesquisa bibliográfica, cuja abordagem analítica foi o Materialismo Histórico Dialético. A conclusão central aponta para a relevância das distinções epistemológicas, pois remetem para entendimentos do papel social da educação e do trabalho pedagógico realizado pelos professores. A sua clareza é fundamental para a qualificação de processos educativos, ampliando as possibilidades de colocar a educação no âmbito das transformações econômicas e socioculturais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this article was to clarify Donald Schön's epistemological proposals, given the acceptance of the reflective praxis category, and Paulo Freire's proposition, whose central category is educational praxis. This is a bibliographical research, whose analytical approach was the Dialectical Historical Materialism. The central conclusion points to the relevance of epistemological distinctions, as they refer to understandings of the social role of education and the pedagogical work carried out by teachers. Its clarity is fundamental for the qualification of educational processes, expanding the possibilities of placing education within the scope of economic and sociocultural transformations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este artículo fue esclarecer las propuestas epistemológicas de Donald Schön, dada la aceptación de la categoría praxis reflexiva, y la proposición de Paulo Freire, cuya categoría central es la praxis educativa. Se trata de una investigación bibliográfica, cuyo enfoque analítico fue el Materialismo Histórico Dialéctico. La conclusión central apunta a la relevancia de las distinciones epistemológicas, en tanto se refieren a comprensiones del rol social de la educación y del trabajo pedagógico realizado por los docentes. Su claridad es fundamental para la calificación de los procesos educativos, ampliando las posibilidades de ubicar la educación en el ámbito de las transformaciones económicas y socioculturales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Freire]]></kwd>
<kwd lng="pt"><![CDATA[Schön]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Prática reflexiva]]></kwd>
<kwd lng="en"><![CDATA[Freire]]></kwd>
<kwd lng="en"><![CDATA[Schön]]></kwd>
<kwd lng="en"><![CDATA[Epistemological proposal]]></kwd>
<kwd lng="en"><![CDATA[Reflective praxis]]></kwd>
<kwd lng="es"><![CDATA[Freire]]></kwd>
<kwd lng="es"><![CDATA[Schön]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
<kwd lng="es"><![CDATA[Práctica reflexiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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