<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100202</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-17</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Abordagem ontológica da relação entre o lógico e o histórico acerca do processo de conhecimento]]></article-title>
<article-title xml:lang="es"><![CDATA[Enfoque ontológico de la relación entre lo lógico y lo histórico acerca de conocimiento]]></article-title>
<article-title xml:lang="en"><![CDATA[Ontological approach to the relationship between logical and historical on the knowledge process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spacek]]></surname>
<given-names><![CDATA[Iuri Kieslarck]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortigara]]></surname>
<given-names><![CDATA[Vidalcir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Damazio]]></surname>
<given-names><![CDATA[Ademir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A relação entre o lógico e o histórico é tema de diferentes pesquisas no âmbito da educação no Brasil, em especial da educação matemática. Conforme Spacek (2023), uma quantidade considerável desses estudos tem como referência as contribuições de Kopnin (1978). A presente pesquisa, de natureza teórica, objetiva apresentar uma interpretação alternativa da relação entre o histórico e o lógico que adota como referência uma ontologia histórico-social. Para tanto, toma como referência e principal fonte de pesquisa a obra de maturidade de Lukács (2010, 2012, 2013). Isso porque o autor põe no centro do processo do conhecimento o objeto em sua multilateralidade. Tal postura conduz à necessidade de interpretações que não se reduzem a planos homogeneizadores, como é o caso da lógica. No que se refere à organização do ensino com vista à apropriação do pensamento teórico, essa interpretação contribui, pois aponta para a necessidade de especificação da função do conhecimento para a apropriação da realidade, assim como a sua particularidade. Por sua vez, tais aspectos emergem da análise desse conhecimento como produção histórica da humanidade que possui momentos de permanência na mudança.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La relación entre lo lógico y lo histórico es tema de diferentes investigaciones en el ámbito de la educación en Brasil, en especial de la educación matemática. Según Spacek (2023), una cantidad considerable de esos estudios tiene como referencia las contribuciones de Kopnin (1978).La presente investigación, de naturaleza teórica, tiene como objetivo presentar una interpretación alternativa de la relación entre lo histórico y lo lógico que adopta como referencia una ontología histórico-social. Para ello, se constituye como referencia y principal fuente de investigación la obra de madurez de Lukács (2010, 2012, 2013). Eso es porque el autor pone en el centro del proceso del conocimiento el objeto en su multilateralidad. Tal postura conduce a la necesidad de interpretaciones que no se reducen a planes homogeneizadores como es el caso de la lógica. En lo que se refiere a la organización de la enseñanza con vistas a la apropiación del pensamiento teórico, esa interpretación contribuye, pues apunta a la necesidad de especificación de la función del conocimiento para la apropiación de la realidad, así como a su particularidad. A su vez, tales aspectos emergen del análisis de ese conocimiento como producción histórica de la humanidad que posee momentos de permanencia en el cambio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Relationship between logical and historical is subject of different research within the education scope in Brazil, especially in mathematics education. According to Spacek (2023), a considerable number of these studies have as reference the contributions by Kopnin (1978). This research has theoretical nature and aims at presenting an alternative interpretation of the relationship between historical and logical that adopts a historical- social ontology as a reference. Thereunto, mature work by Lukács (2010, 2012, 2013) is constituted as a reference and main source of research, because the author places the object as multilateral at the center of the knowledge process. This viewpoint leads to the need for interpretations that are not reduced to homogenizing plans, as is the case with logic. Regarding the organization of teaching to the appropriation of theoretical thought, this interpretation contributes because it points to the need to specify the function of knowledge for the appropriation of reality, and its particularity as well. In turn, such aspects emerge from the analysis of this knowledge as historical production of humanity that has moments of permanence in change.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ontologia]]></kwd>
<kwd lng="pt"><![CDATA[Lógico e histórico]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="es"><![CDATA[Ontología]]></kwd>
<kwd lng="es"><![CDATA[Lógico e histórico]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="en"><![CDATA[Ontology]]></kwd>
<kwd lng="en"><![CDATA[Logical and historical]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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