<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822017000200059</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v22i45.976</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios interdisciplinares na formação docente: questões teóricas e práticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Interdisciplinary challenges in teacher education: theoretical and practical question]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos interdisciplinarios en la formación de docentes: aspectos teóricos y prácticos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hammes]]></surname>
<given-names><![CDATA[Lucio Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zitkoski]]></surname>
<given-names><![CDATA[Jaime José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bombassaro]]></surname>
<given-names><![CDATA[Luiz Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa (UNIPAMPA)  ]]></institution>
<addr-line><![CDATA[Jaguarão Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>45</numero>
<fpage>59</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822017000200059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822017000200059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822017000200059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem como objetivo relacionar a qualifica&#231;&#227;o acad&#234;mica com a experi&#234;ncia pr&#225;tica dos profissionais da educa&#231;&#227;o. Discute quest&#245;es relacionadas &#224; interdisciplinaridade, destacando sua fundamenta&#231;&#227;o filos&#243;fica, a pr&#225;tica educativa e os princ&#237;pios &#233;ticos. A metodologia baseia-se na pesquisa qualitativa, que utilizou a abordagem da pesquisa documental, aprofundada com depoimentos de alguns dos participantes da forma&#231;&#227;o docente analisada nesta pesquisa. Os dados s&#227;o analisados com autores e leituras de outras pesquisas que tratam da mesma tem&#225;tica. A pesquisa evidencia o prop&#243;sito de superar, nos espa&#231;os acad&#234;micos analisados, a l&#243;gica disciplinar e fragmentadora do conhecimento, indicando desafios para repensar a forma&#231;&#227;o de professores numa perspectiva interdisciplinar, com a atitude e a sabedoria do di&#225;logo, da troca de saberes e experi&#234;ncias, buscando o entendimento. Dessa forma, sugere-se passar do paradigma disciplinar para o interdisciplinar, tendo a intersubjetividade como fundamento &#233;tico-antropol&#243;gico para a efetiva&#231;&#227;o de uma proposta interdisciplinar, tanto de investiga&#231;&#227;o quanto de forma&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to link the academic qualifications with practical experience of education professionals. Discusses issues related to interdisciplinary, emphasizing its philosophical foundation, educational practice and ethical principles. The methodology is based on qualitative research that used the approach of desk research, in-depth interviews with some of the participants of teacher training analyzed in this research. The data are analyzed with authors and readings from other surveys dealing with the same theme. The research highlights the purpose of overcoming, in academic areas analyzed, the disciplinary logic and fragmenting knowledge, indicating challenges to rethink teacher training in an interdisciplinary perspective, with the attitude and the wisdom of dialogue, exchange of knowledge and experiences, seeking the understanding. Thus, it is suggested over disciplinary paradigm for interdisciplinary, and inter-subjectivity as ethical and anthropological foundation for the realization of an interdisciplinary approach, both as research training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo tiene como objetivo vincular la titulaci&#243;n acad&#233;mica con la experiencia pr&#225;ctica de los profesionales de la educaci&#243;n. Discute temas relacionados con interdisciplinaria, destacando sus bases filos&#243;ficas, la pr&#225;ctica educativa y principios &#233;ticos. La metodolog&#237;a se basa en la investigaci&#243;n cualitativa utilizando el enfoque de la investigaci&#243;n documental, entrevistas en profundidad con algunos de los participantes de la formaci&#243;n del profesorado a partir de entrevistas abiertas. Los datos se analizan dialogando con autores y lecturas de otros estudios que tratan el mismo tema. La investigaci&#243;n pone de relieve el prop&#243;sito de superar, en las &#225;reas acad&#233;micas analizados, la l&#243;gica disciplinar y fragmentar del conocimiento, lo que indica desaf&#237;os para repensar la formaci&#243;n del profesorado en una perspectiva interdisciplinaria, la actitud y la sabidur&#237;a del di&#225;logo, el intercambio de conocimientos y experiencias, buscando comprensi&#243;n del proyecto colectivo. Por lo tanto, se analizan los desaf&#237;os de la transici&#243;n desde el paradigma disciplinario por interdisciplinario e inter-subjetividad como fundamento &#233;tico y antropol&#243;gico para la realizaci&#243;n de un enfoque interdisciplinario, tanto como la formaci&#243;n en investigaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[intersubjetividade]]></kwd>
<kwd lng="pt"><![CDATA[interdisciplinaridade]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[intersubjectivity]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinarity]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[intersubjetividad]]></kwd>
<kwd lng="es"><![CDATA[interdisciplinariedad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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