<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122018000400007</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v23.n3.6</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pressupostos epistemológicos nos processos de ensino e prendizagem a partir de uma perspectiva ética]]></article-title>
<article-title xml:lang="en"><![CDATA[Epistemological assumptions in teaching and learning processes from an ethical perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paviani]]></surname>
<given-names><![CDATA[Jayme]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carbonara]]></surname>
<given-names><![CDATA[Vanderlei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>541</fpage>
<lpage>560</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122018000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122018000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122018000400007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ Resumo No decorrer do artigo, são analisados diferentes pressupostos epistemológicos e suas possíveis implicações nos processos de ensino e aprendizagem no contexto educacional. Para tanto o texto parte de alguns esclarecimentos preliminares sobre a ideia de pressupostos e contextualiza aspectos do debate epistemológico em relação a algumas das matrizes educacionais mais expressivas. Ao propor uma análise da possibilidade de um conhecimento seguro e verdadeiro diante dos processos de ensino e aprendizagem, o artigo alcança seu ponto mais significativo de argumentação e coloca em debate concepções objetivistas e não objetivistas sobre o conhecimento. A fim de responder a tal debate, a argumentação seguirá de modo a justificar uma concepção epistemológica não objetivista e com estruturação de racionalidade nos moldes da filosofia prática e, por isso, numa perspectiva ética. Nesse percurso, a interdisciplinaridade é discutida e apresentada como decorrência da concepção epistemológica defendida pelos autores. Ao longo de todo o texto, são apontadas pistas de reflexão e de tomada de decisão que possibilitam compreender aspectos de diferentes matrizes do currículo na Educação Básica e Superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract The article analyzes different epistemological assumptions and their possible implications for the teaching and learning processes in the educational context. For this, the text starts from some preliminary clarifications about the idea of assumptions and contextualizes aspects of the epistemological debate in relation to some of the most expressive educational matrices. By proposing an analysis of the possibility of a secure and true knowledge in the processes of teaching and learning, the article reaches its most significant point of argument and puts into debate the objectivist and non-objectivist conceptions about knowledge. In order to respond to such a debate, the argumentation will justify a non-objectivist epistemological conception and with structuring of rationality in the molds of practical philosophy and, therefore, in an ethical perspective. In this course, the interdisciplinarity is discussed and presented as a result of the epistemological conception defended by the authors. Throughout the text are pointed out clues for reflection and decision making that allow the understanding of aspects from different curricular matrices in Basic and College Education.]]></p></abstract>
<kwd-group>
<kwd lng="ptrios de legitimação do conhecimento"><![CDATA[
<kwd lng="pt"><![CDATA[Ensino e aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Perspectiva ética do conhecimento]]></kwd>
<kwd lng="en"><![CDATA[Knowledge legitimation criteria]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning]]></kwd>
<kwd lng="en"><![CDATA[Ethical perspective of knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BACHELARD]]></surname>
<given-names><![CDATA[Gaston]]></given-names>
</name>
</person-group>
<source><![CDATA[O novo espírito científico]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Edições 70]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BATESON]]></surname>
<given-names><![CDATA[Gregory]]></given-names>
</name>
</person-group>
<source><![CDATA[ária.eza e espírito: uma unidade necessária.]]></source>
<year>1987</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Dom Quixote]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BECKER]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[A epistemologia do professor: o cotidiano da escola]]></source>
<year>2005</year>
<edition>12.</edition>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FOUCAULT]]></surname>
<given-names><![CDATA[Michel]]></given-names>
</name>
</person-group>
<source><![CDATA[A ordem do discurso: aula inaugural no Collège de France, pronunciada em 2 de dezembro de 1970.]]></source>
<year>1996</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Loyola]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GUSDORF]]></surname>
<given-names><![CDATA[Georges]]></given-names>
</name>
</person-group>
<source><![CDATA[L&#8217;université en question]]></source>
<year>1964</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Payot Saint-Amand]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HECKHAUSEN]]></surname>
<given-names><![CDATA[Heinz]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Discipline et interdisciplinarité]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[APOSTEL]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[BERGER]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[BRIGGS]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[MICHAUD]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[L&#8217;interdisciplinarité: pr oblèmes d&#8216;enseignement et de recherche dans les universités]]></source>
<year>1972</year>
<page-range>83-90</page-range><publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Organisation de Coopération et de Développement Économiques/Centre pour la Recherche et L&#8216;innovation dans L&#8216;enseignement]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HERMANN]]></surname>
<given-names><![CDATA[Nadja]]></given-names>
</name>
</person-group>
<source><![CDATA[Pluralidade e ética em educação.]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[DP&amp;A]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KUHN]]></surname>
<given-names><![CDATA[Thomas]]></given-names>
</name>
</person-group>
<source><![CDATA[A estrutura das revoluções científicas]]></source>
<year>2005</year>
<edition>9.</edition>
<publisher-name><![CDATA[Perspectiva]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NIETZSCHE]]></surname>
<given-names><![CDATA[Friedrich]]></given-names>
</name>
</person-group>
<source><![CDATA[A gaia ciência]]></source>
<year>2001</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Companhia das Letras]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAVIANI]]></surname>
<given-names><![CDATA[Jayme]]></given-names>
</name>
</person-group>
<source><![CDATA[inçõesisciplinaridade: conceitos e distinções]]></source>
<year>2008</year>
<edition>2.</edition>
<publisher-loc><![CDATA[Caxias do Sul ]]></publisher-loc>
<publisher-name><![CDATA[Educs]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PIAGET]]></surname>
<given-names><![CDATA[Jean]]></given-names>
</name>
</person-group>
<source><![CDATA[A epistemologia genética.]]></source>
<year>1972</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PLATÃO]]></surname>
</name>
</person-group>
<source><![CDATA[A República.]]></source>
<year>1983</year>
<edition>4.</edition>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Fundação Calouste Gulbenkian]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[POMBO]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
</person-group>
<source><![CDATA[esterdisciplinaridade: ambições e limites]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Relógio D&#8217;Água]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RORTY]]></surname>
<given-names><![CDATA[Richard]]></given-names>
</name>
</person-group>
<source><![CDATA[Objetivismo, relativismo e verdade]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Relume-Dumará]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
