<?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>S1983-21172021000100322</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172021230124</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aqueles que desinstruem!? Carl R. Rogers e Paul K. Feyerabend sobre um tornar &#8220;mais humano&#8221; da educação e da ciência]]></article-title>
<article-title xml:lang="es"><![CDATA[¡¿Los que desinforman!? Carl R. Rogers y Paul K. Feyerabend sobre volver la educación y la ciencia &#8220;más humanas&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[The ones who uninstruct!? Carl R. Rogers and Paul K. Feyerabend about an education and a science &#8220;more humane&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jorge]]></surname>
<given-names><![CDATA[Letícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peduzz]]></surname>
<given-names><![CDATA[Luiz O. Q.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina Campus Universitário Trindade ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172021000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172021000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172021000100322&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Visa-se a colaborar para a humanização da formação de professores(as) e de cientistas, bem como da própria ciência, ao se investigar perspectivas da correspondência entre alguns aspectos da teoria da aprendizagem significante de Carl R. Rogers e da epistemologia de Paul K. Feyerabend. Das convergências entre o referencial educacional e o epistemológico, averíguam-se potencialidades de correlação do (i) aprender a aprender do sujeito em processo de aprendizagem com a compreensão de um saber científico em constante desenvolvimento; e (ii) do pluralismo metodológico com o uso de práticas diversificadas tanto para o âmbito pedagógico quanto para o científico. Também são apresentadas sugestões de implementação das interlocuções entre os aportes teóricos supracitados; evidenciando que as discussões são praticáveis em condições factuais de universidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El objetivo es contribuir a la humanización de la formación de profesores(as) y de científicos(as), así como de la propia ciencia, al investigar perspectivas de la correlación entre algunos aspectos de la teoría del aprendizaje significativo de Carl R. Roges y la epistemología de Paul K. Feyerabend. A partir de la convergencia entre el marco educativo y el epistemológico, se verifican potencialidades de correlación entre el (i) aprender a aprender del sujeto en proceso de aprendizaje y la comprensión de un saber científico en desarrollo constante; y (ii) entre el pluralismo metodológico y el uso de prácticas diversas en el ámbito pedagógico y científico. Se presentan también sugerencias de implementación de las interlocuciones entre los aportes teóricos ya mencionados, evidenciando que las discusiones son posibles en condiciones factuales de universidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The aim is to contribute for the humanization of the teachers and scientists in training, as well as of science itself, by investigating perspectives of correspondence between some aspects of Carl R. Rogers&#8217; significant learning theory and Paul K. Feyerabend&#8217;s epistemology. From the convergences between the educational and the epistemological framework, we can verify the potential correlation between (i) learning to learn from the subject in the learning process with the understanding of scientific knowledge in constant development; and (ii) methodological pluralism with the use of diversified practices for both the educational and scientific spheres. Suggestions for implementing the interlocutions between the aforementioned theoretical contributions are also presented; showing that the discussions are feasible under factual conditions of universities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação humana e plural]]></kwd>
<kwd lng="pt"><![CDATA[Ciência humanizada]]></kwd>
<kwd lng="pt"><![CDATA[Educação científica]]></kwd>
<kwd lng="es"><![CDATA[Formación humana y plural]]></kwd>
<kwd lng="es"><![CDATA[Ciencia humanizada]]></kwd>
<kwd lng="es"><![CDATA[Educación científica]]></kwd>
<kwd lng="en"><![CDATA[Human and plural formation]]></kwd>
<kwd lng="en"><![CDATA[Humanized science]]></kwd>
<kwd lng="en"><![CDATA[Scientific education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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