<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências ]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172010000100027</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172010120103</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PARADIGMA TRADICIONAL E PARADIGMA EMERGENTE: ALGUMAS IMPLICA&#199;&#213;ES NA EDUCA&#199;&#195;O]]></article-title>
<article-title xml:lang="en"><![CDATA[TRADITIONAL PARADIGM AND EMERGING PARADIGM: SOME EDUCATIONAL IMPLICATIONS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Wallace Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lobato]]></surname>
<given-names><![CDATA[Wolney]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Liberato]]></surname>
<given-names><![CDATA[Rita de Cássia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>27</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172010000100027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172010000100027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172010000100027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[E intr&#237;nseco ao Homem conhecer os objetos e os fen&#244;menos da realidade que o cerca, por meio de um ponto de vista que, por sinal, se refere a um paradigma que traz consigo uma epistemologia. Nesse con texto, o presente artigo objetiva levantar alguns princ&#237;pios e pressupostos do Paradigma Tradicional e do Paradigma Emergente, como tamb&#233;m visa apresentar algumas implica&#231;&#245;es desses dois paradigmas na Educa&#231;&#227;o. Esse trabalho foi desenvolvido por meio de pesquisa bibliogr&#225;fica e faz parte da disserta&#231;&#227;o de Mestrado, defendida no 1&#176; semestre de 2009, pelo seu primeiro autor no Programa de P&#243;s-Gradua&#231;&#227;o em Educa&#231;&#227;o da PUC Minas. Ao final, constatou-se que se vive hoje um per&#237;odo de mudan&#231;as paradigm&#225;ticas, embora todos n&#243;s ainda temos muito do paradigma cartesiano-newtoniano, mas o surgimento de novos problemas oriundos da din&#226;mica da realidade nos imp&#245;e o desafio da transforma&#231;&#227;o no nosso ser e agir, no intento de (re)construir um conhecimento mais humano e diversificado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[It is intrinsic to human beings to get to know the objects and the phenomena around reality, through a perspective that, by the way, refers to a paradigm that brings along an epistemology. In this context, this article aims at raising some principles and assumptions of the tradi tional and the emerging paradigm, whereas presenting some implications of these two paradigms in Education. This work was developed through bibliographic research and is part of the master's dissertation, defended in the 1st half of 2009, by the first author in the Programa de P&#243;s- Gradua&#231;&#227;o em Educa&#231;&#227;o da Pontif&#237;cia Universidade Cat&#243;lica de Minas Gerais. In the end, it was concluded that although we are living a time of paradigmatic changes, we still have much of the Cartesian-Newtonian paradigm, however, the emergence of new problems from the dynamics of reality poses the challenge of transformation in our way of being and acting, with an attempt to (re)build a more human and diverse knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paradigma tradicional;paradigma emergente]]></kwd>
<kwd lng="pt"><![CDATA[educação.]]></kwd>
<kwd lng="en"><![CDATA[Traditional paradigm]]></kwd>
<kwd lng="en"><![CDATA[emerging paradigm]]></kwd>
<kwd lng="en"><![CDATA[education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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