<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442023000100278</article-id>
<article-id pub-id-type="doi">10.5902/1984644466777</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Teorias da Educação e Epistemologia: a questão teórica no espaço acadêmico]]></article-title>
<article-title xml:lang="en"><![CDATA[Theories of Education and Epistemology: the theoretical issue in the academic space]]></article-title>
<article-title xml:lang="es"><![CDATA[Teorías de la Educación y Epistemología: la cuestión teórica en el espacio académico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Ezir George]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ Paraíba]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100278&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100278&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100278&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O trabalho inscreve-se nos discursos sobre Pedagogia, Currículo, Formação Docente, Filosofia da Educação e os desafios atuais dos Cursos de Licenciaturas. O objetivo geral é analisar a natureza dos debates em torno do pensamento pedagógico brasileiro acerca da relação entre Teorias da Educação e Epistemologia desde a década de 1970. Especificamente, discutir aspectos relacionados à Abordagem Epistemológica das Teorias da Educação no Brasil. Por fim, propor um debate entre as tendências discutidas nos últimos anos. São elas, primeiro, a ideia de que existe uma epistemologia própria da Educação; segundo, a visão de que a grandeza da Educação encontra-se justamente na ausência de especificidade; e, terceiro, a que tece reflexões em favor de um possível objeto epistêmico da Educação. À luz desses interesses, indagamos: em que sentido é possível pensar a Educação e a própria questão teórica no espaço acadêmico brasileiro? Em termos metodológicos, propomos uma pesquisa bibliográfica de abordagem qualitativo-exploratória (MINAYO, 1999). Procura investigar as bases da reflexão pedagógica a partir de uma análise hermenêutico-ontológica (CORETH, 1973), quando se volta para o tratamento interpretativo das informações e contribuições teóricas, à medida que visam desvelar as estruturas do desenvolvimento da existência do Ser humano e estabelecer uma íntima relação entre o sujeito pesquisador e sua pesquisa. Sobre os achados da pesquisa, vimos que suas implicações indicam como é urgente delinear os caminhos da teorização pedagógica a fim de fortalecer o processo de construção de sentido na e da Educação, quando pretende a humanização dos homens, em seus processos e espaços formativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The work is part of the discourses on Pedagogy, Curriculum, Teacher Training, Philosophy of Education and the current challenges of Undergraduate Courses. The general objective is to analyze the nature of debates around Brazilian pedagogical thinking about the relationship between Theories of Education and Epistemology since the 1970s. Specifically, to discuss aspects related to the Epistemological Approach of Theories of Education in Brazil. Finally, propose a debate between the trends discussed in recent years. They are, first, the idea that there is a proper epistemology of Education; second, the view that the greatness of Education lies precisely in the absence of specificity; and, third, the one that weaves reflections in favor of a possible epistemic object of Education. In light of these interests, we ask: in what sense is it possible to think about Education and the theoretical question itself in the Brazilian academic space? In methodological terms, we propose a bibliographic research with a qualitative-exploratory approach (MINAYO, 1999). It seeks to investigate the bases of pedagogical reflection from a hermeneutic-ontological analysis (CORETH, 1973), when it turns to the interpretive treatment of information and theoretical contributions, as they aim to unveil the structures of the development of the existence of the human being and establish an intimate relationship between the research subject and his research. Regarding the research findings, we saw that its implications indicate how urgent it is to delineate the paths of pedagogical theorizing in order to strengthen the process of construction of meaning in and of Education, when it seeks to humanize men, in their training processes and spaces.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El trabajo se enmarca en los discursos sobre Pedagogía, Currículo, Formación Docente, Filosofía de la Educación y los desafíos actuales de las Carreras. El objetivo general es analizar la naturaleza de los debates en torno al pensamiento pedagógico brasileño sobre la relación entre Teorías de la Educación y Epistemología, desde la década de 1970, específicamente, discutiendo aspectos relacionados con el Enfoque Epistemológico de las Teorías de la Educación en Brasil. Finalmente, esta reflexión pretende proponer un debate sobre algunas tendencias debatidas en los últimos años, a saber: primero, la idea de que existe una epistemología de la Educación; segundo, la visión de que la grandeza de la Educación radica precisamente en la ausencia de especificidad; y, tercero, la proposición a favor de un posible objeto epistémico de la Educación. A la luz de estos intereses, nos preguntamos: ¿en qué sentido es posible pensar la Educación y la cuestión teórica misma, en el espacio académico brasileño? En términos metodológicos, proponemos una investigación bibliográfica con enfoque cualitativo-exploratorio (MINAYO, 1999), que busca indagar las bases de la reflexión pedagógica desde un análisis hermenéutico-ontológico (CORETH, 1973), que se centra en el tratamiento interpretativo de la información y aportes teóricos, pues pretenden develar las estructuras del desarrollo de la existencia humana y establecer una íntima relación entre el sujeto de investigación y su investigación. Sobre los hallazgos de la investigación, vimos que sus implicaciones indican cuán urgente es delinear los caminos de la teorización pedagógica, a fin de fortalecer el proceso de construcción de sentido en y de la Educación, que contribuya a la humanización del hombre, en sus procesos y espacios formativos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teorias da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Espaço Acadêmico]]></kwd>
<kwd lng="en"><![CDATA[Theories of Education]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Academic Space]]></kwd>
<kwd lng="es"><![CDATA[Teorías de la Educación]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
<kwd lng="es"><![CDATA[Espacio Académico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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