<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102014000300220</article-id>
<article-id pub-id-type="doi">10.4013/edu.2014.183.01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os outros como condição de aprendizagem: desafio para uma abordagem sociodinâmica da Educação Comparada]]></article-title>
<article-title xml:lang="en"><![CDATA[The others as a learning requirement: Challenge for a social-dynamic approach to Comparative Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[António Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Coimbra Faculdade de Psicologia e Ciências da Educação ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>220</fpage>
<lpage>227</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102014000300220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102014000300220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102014000300220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Em Educa&#231;&#227;o Comparada, os outros t&#234;m de ser fundamentais. Querendo assumir uma abordagem sociodin&#226;mica, defendemos que ela deve submeter-se &#224; premissa da aprendizagem compreensiva, o que significa o prop&#243;sito declarado de alcan&#231;ar novo conhecimento sobre realidades sociais complexas. Uma aprendizagem compreensiva n&#227;o se compadece com qualquer tipo de autoritarismo, antes exige uma atitude de empenho intelectual na verifica&#231;&#227;o da legitimidade do conhecimento produzido e na coloca&#231;&#227;o de novas quest&#245;es ou na utiliza&#231;&#227;o de outros m&#233;todos ou outras t&#233;cnicas de investiga&#231;&#227;o. A aprendizagem compreensiva &#233; integradora e articuladora de conhecimentos, desenha-se processualmente, procurando sentido em informa&#231;&#245;es variadas. Os outros aqui n&#227;o s&#227;o s&#243; os que se inscrevem na realidade em estudo, evidentemente incontorn&#225;veis. Eles tamb&#233;m s&#227;o os pares e outras pessoas, de diversa filia&#231;&#227;o disciplinar, cultural e ideol&#243;gica que ponderam a problem&#225;tica e se constituem como interlocutores mais ou menos ativos e mais ou menos influentes quer na produ&#231;&#227;o, quer na regula&#231;&#227;o ou na verifica&#231;&#227;o da consist&#234;ncia da aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In Comparative Education the others must play a leading role. Aspiring to a social-dynamic approach, we believe that this education must comply with the premise of comprehensive learning, which translates into the declared purpose of achieving new knowledge of complex social realities. Comprehensive learning does not tolerate any sort of authoritarianism. Rather, it requires intellectual commitment to assessing the legitimacy of the knowledge produced and raising new questions or using other research methods or techniques. Comprehensive learning integrates and articulates knowledge, it is designed with the process, while searching for meaning in all sorts of information. The others here are not only part of the reality under study, who obviously cannot be ignored. They are also the peers and other people, from different disciplinary, cultural and ideological fields, who tackle the issue, and are the rather active and influential counterparts in the production, regulation and monitoring of the soundness of learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Comparada]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem Sociodinâmica]]></kwd>
<kwd lng="pt"><![CDATA[Pluralidade e Interdisciplinaridade]]></kwd>
<kwd lng="en"><![CDATA[Comparative Education]]></kwd>
<kwd lng="en"><![CDATA[Social-Dynamic Approach]]></kwd>
<kwd lng="en"><![CDATA[Plurality and Interdisciplinarity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
