<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012016000300309</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v38i3.28071</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A relação entre psicologia e educação: ofícios entrelaçados]]></article-title>
<article-title xml:lang="en"><![CDATA[First grade teachers' knowledge about attention deficit hyperactivity disorder]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimientos de los docentes de la enseñanza primaria sobre el trastorno por déficit de atención e hiperactividad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maia Filho]]></surname>
<given-names><![CDATA[Osterne Nonato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves]]></surname>
<given-names><![CDATA[Hamilton Viana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Fortaleza  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>38</volume>
<numero>3</numero>
<fpage>309</fpage>
<lpage>318</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012016000300309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012016000300309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012016000300309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO.  A cl&#225;ssica tese de que as ci&#234;ncias psicol&#243;gica e educacional t&#234;m uma hist&#243;ria bem recente parece n&#227;o ter um consenso entre os estudiosos da epistemologia dessas &#225;reas. Quando se aver&#237;gua a rela&#231;&#227;o entre psicologia e educa&#231;&#227;o, s&#243; recentemente se percebeu o quanto esses campos do conhecimento est&#227;o entrela&#231;ados como of&#237;cios e disciplinas. O objetivo deste trabalho &#233; demostrar como a psicologia e a educa&#231;&#227;o, outrora saberes relativamente independentes, tornaram-se disciplinas, of&#237;cios e profiss&#245;es interdependentes e de enorme reconhecimento e aplica&#231;&#227;o social. Nosso debate est&#225; dividido em tr&#234;s se&#231;&#245;es: a discuss&#227;o inicial sobre educa&#231;&#227;o e psicologia, na busca das leis da forma&#231;&#227;o humana; a constitui&#231;&#227;o hist&#243;rica e contextual desses saberes; e a transi&#231;&#227;o de uma psicologia do escolar para uma vis&#227;o mais ampla entre psicologia e educa&#231;&#227;o. Ao longo da discuss&#227;o, tentamos deixar patente a tese de que a fonte de uma rela&#231;&#227;o t&#227;o estreita entre esses saberes responde n&#227;o s&#243; a uma necessidade humana mais ou menos universal e sincr&#244;nica, mas que, paradoxalmente, foram certas condi&#231;&#245;es do desenvolvimento hist&#243;rico da sociabilidade humana e da economia e da cultura modernas, especialmente nas sociedades capitalistas ocidentais, que cunharam tal entrela&#231;amento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT.  The classic thesis that Psychology and Education have a very recent history doesn't seem to have any consensus among epistemology researchers. When the relationship between Psychology and Education is assessed, one realizes that only recently these fields of knowledge have become interconnected as disciplines. Current analysis demonstrates how psychology and education, formerly relatively independent sciences, became interdependent disciplines and professions with wide acknowledgment and social application. Current debate is divided into three sections: the initial discussion between Education and Psychology in their search for laws of human development; the historical and contextual constitution of this knowledge; and the transition from school Psychology towards a broader view between Psychology and Education. It should be underscored that the source of such a close relationship between these sciences does not exclusively respond to a human and more or less universal and synchronic requirement. Paradoxically, conditions of historical development of human sociability and of modern economy and culture, especially in Western capitalist societies, formed and established the interconnection.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN.  La cl&#225;sica tesis de que las ciencias psicol&#243;gica y educacional tienen una historia bastante reciente parece no tener un consenso entre los estudiosos de la epistemolog&#237;a de estas &#225;reas. Cuando se averigua la relaci&#243;n entre psicolog&#237;a y educaci&#243;n, solo recientemente se ha percibido cu&#225;nto estos campos del conocimiento est&#225;n imbricados como oficios y asignaturas. El objetivo de este trabajo es demostrar c&#243;mo la psicolog&#237;a y la educaci&#243;n, otrora saberes relativamente independientes, se volvieron asignaturas, oficios y profesiones interdependientes y de gran reconocimiento y aplicaci&#243;n social. Nuestro debate est&#225; dividido en tres secciones: la discusi&#243;n inicial sobre educaci&#243;n y psicolog&#237;a, en la b&#250;squeda por las leyes de la formaci&#243;n humana; la constituci&#243;n hist&#243;rica y contextual de estos saberes; y la transici&#243;n de una psicolog&#237;a del escolar para una visi&#243;n m&#225;s amplia entre psicolog&#237;a y educaci&#243;n. A lo largo de la discusi&#243;n, intentamos dejar evidente la tesis de que la fuente de una relaci&#243;n tan estrecha entre estos saberes responde no solo a una necesidad humana m&#225;s o menos universal y sincr&#243;nica, sino que, parad&#243;jicamente, fueron algunas condiciones del desarrollo hist&#243;rico de la sociabilidad humana y de la econom&#237;a y de la cultura modernas, especialmente en las sociedades capitalistas occidentales, que acu&#241;aron tal imbricaci&#243;n. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Psychology]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practices]]></kwd>
<kwd lng="es"><![CDATA[Psicología]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Pedagógicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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