<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142010000100006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interações entre conceitos cotidianos e filosóficos na disciplina de filosofia no ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Belieri]]></surname>
<given-names><![CDATA[Cleder Mariano]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sforni]]></surname>
<given-names><![CDATA[Marta Sueli de Faria]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galuch]]></surname>
<given-names><![CDATA[Maria Terezinha Bellanda]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>10</volume>
<numero>01</numero>
<fpage>49</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142010000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142010000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142010000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No contexto da discussão sobre as aulas de Filosofia no Ensino Médio, a presente pesquisa teve como objetivo compreender a relação entre o desenvolvimento dos conceitos espontâneos e filosóficos em uma atividade de ensino. O objeto de estudo foram aulas da disciplina de Filosofia, com alunos do 4º ano do Ensino Médio Integrado do Curso Técnico em Informática de um colégio estadual do Paraná. A análise foi realizada com base em pressupostos da Teoria Histórico-Cultural. Os resultados indicam que a apropriação dos conceitos filosóficos oferece aos alunos condições de interação mais complexa com o mundo, já que esses conceitos - instrumentos simbólicos produzidos ao longo da história da filosofia - permitem que eles superem a opinião proveniente da experiência pessoal. Constatamos também que, no desenvolvimento do aluno, há uma relação de resistência e interdependência entre os conceitos espontâneos e os conceitos sistematizados da Filosofia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In the context of discussion on Philosophy lessons in high school education, this research seeks to understand the relationship between the development of spontaneous and philosophical concepts in teaching activities. The study analyzes philosophy lessons with fourth year students of a course in Information Technology at a State college in Paraná, Brazil. The analysis was based on the premises of Historical and Cultural Theory. The results show that the appropriation of philosophical concepts offers the students opportunities for more complex interaction with the world, since these concepts, as symbolic instruments produced throughout the history of Philosophy, enable the student to overcome opinions derived from personal experience. We also observed, in the student’s development, a relationship of resistance and interdependence between spontaneous concepts and the systematized concepts of Philosophy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Conceitual]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Conceptual Learning]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Intera&ccedil;&otilde;es entre conceitos cotidianos  e filos&oacute;ficos na disciplina de filosofia no ensino m&eacute;dio.</h2> <h3>Interactions between daily and philosophical concepts in Philosophy as a  high school discipline.</h3>     <p>&nbsp;</p> <h4>Cleder Mariano Belieri, Marta  Sueli de Faria Sforni, Maria Terezinha Bellanda Galuch    <br> </h4> </font>      ]]></body>
<back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SFORNI]]></surname>
<given-names><![CDATA[Marta Sueli de Faria]]></given-names>
</name>
<name>
<surname><![CDATA[GALUCH]]></surname>
<given-names><![CDATA[Maria Terezinha Bellanda]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Conteúdos escolares e desenvolvimento humano: qual a unidade?]]></article-title>
<source><![CDATA[Revista Comunicações]]></source>
<year>2006</year>
<numero>2</numero>
<issue>2</issue>
<page-range>150- 158</page-range><publisher-loc><![CDATA[Piracicaba ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RAMOS]]></surname>
<given-names><![CDATA[César Augusto]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Aprender a Filosofar ou aprender a Filosofia: Kant ou Hegel?]]></article-title>
<source><![CDATA[Revista Trans/Form/Ação]]></source>
<year>2007</year>
<page-range>197-217</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
