<?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>2238-2097</journal-id>
<journal-title><![CDATA[Revista de Educação Pública]]></journal-title>
<abbrev-journal-title><![CDATA[R. Educ. Públ.]]></abbrev-journal-title>
<issn>2238-2097</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Mato Grosso, Instituto de Educação, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-20972010000300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Questões epistemológicas da pesquisa educacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Severino]]></surname>
<given-names><![CDATA[Antônio Joaquim]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<volume>19</volume>
<numero>41</numero>
<fpage>479</fpage>
<lpage>496</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-20972010000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-20972010000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-20972010000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Ao retomar a trajetória histórica dos esforços teóricos e práticos para a constituição do campo científico da educação e explicitando pressupostos epistemológicos para o conhecimento da práxis humana, o texto aponta na direção da necessidade de aplicação de uma nova maneira de se conceber o conhecimento do fenômeno educacional. Argumenta a favor de um novo contorno epistêmico para se fazer ciência do fenômeno educacional em decorrência de ele ter como característica fundamental a condição de prática histórico-social, necessariamente uma prática intencionada. Delineia assim, a configuração de um conhecimento disciplinar, simultaneamente multi- e interdisciplinar, enfrentando a complexidade do fenômeno educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Recovering the historical trajectory of theoretical and practical effort to make up the scientific field of education and expressing the epistemological pressupositions of human practice knolewdge, the text points toward the need to apply a new way of conceiving knowledge of the educational phenomenon. Argues for a new contour to make science educational phenomenon due to take it as a key feature of the social-historical practice condition, a practice necessarily intended. %us delineates configuration of a disciplinary knowledge, both multi-and interdisciplinary approach, braving the educational phenomenon complexity.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Ciência da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="en"><![CDATA[Educational Research]]></kwd>
<kwd lng="en"><![CDATA[Science of Education]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[   <font face="Arial, Helvetica, sans-serif"> <h2>Quest&otilde;es  epistemol&oacute;gicas da pesquisa educacional.</h2> <h3>Epistemological questions on educational research.</h3>     <p>&nbsp;</p> <h4>Ant&ocirc;nio  Joaquim Severino    <br> </h4> </font>      ]]></body>
</article>
