<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032020000100533</article-id>
<article-id pub-id-type="doi">10.15517/aie.v20i1.39972</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino, pesquisa, extensão: contribuições da pesquisa-ação]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching, researching and extension: action-research contributions]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza, investigación y extensión: contribuciones de la investigación-acción]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esteves Campos]]></surname>
<given-names><![CDATA[Elisabete Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Metodista de São Paulo Programa de Pós-Graduação Stricto Sensu em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>533</fpage>
<lpage>551</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032020000100533&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032020000100533&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032020000100533&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este ensaio discute a pesquisa-ação crítica como um caminho profícuo para o diálogo entre universidade e escola de educação básica, considerando a indissociabilidade ensino-pesquisa-extensão. Os princípios epistemológicos formulados por Thiollent, Monceau e Franco, que caracterizam a pesquisa-ação como instância formativa e de intervenção, revelam-se apropriados, especialmente no atual momento em que as diversas formas de desqualificação da educação emancipadora alcançam as instituições de ensino, colocando em risco o papel da universidade como lugar do debate, da crítica e do diálogo teoricamente fundamentado. Com o aporte teórico de Freire propõe-se a construção de um pensamento crítico sobre o cenário educacional brasileiro a partir do diálogo entre universidade e educação básica, ampliando os espaços de participação nos debates sobre políticas e projetos educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay discusses critical action research as a fruitful path for dialogue between university and elementary school, considering the indissociability teaching-research-extension. The epistemological principles formulated by Thiollent, Monceau and Franco, which characterize action-research as a formative and intervention research, are appropriate, especially at the present time when the various forms of disqualify the emancipatory education reach the Brazilian education institutions, endangering the university as a place for debate, theoretically grounded. With the theoretical support of Freire, it is proposed the construction of critical thinking about Brazilian educational scenario, from the dialogue between university and elementary school, expanding the dialogues about educational polices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este ensayo discute la investigación-acción crítica como un camino fructífero de asociación entre universidad y escuela primaria que puede fomentar la indisociabilidad de la enseñanza, investigación y extensión. Los principios epistemológicos formulados por Thiollent, Monceau y Franco resultan apropiados, especialmente en la actualidad cuando las diversas formas de descalificación de la educación emancipadora llegan a las instituciones educativas brasileñas, poniendo en peligro el papel de la universidad como lugar de crítica y diálogo teóricamente fundamentado. De esta manera, con el respaldo teórico de Freire, proponemos la construcción del pensamiento crítico sobre el escenario educativo brasileño, ampliando los espacios de discusión de políticas educativas con la integración entre universidad y escuela primaria.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa e extensão]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa-ação crítica]]></kwd>
<kwd lng="pt"><![CDATA[políticas educacionais]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[research and extension]]></kwd>
<kwd lng="en"><![CDATA[critical action research]]></kwd>
<kwd lng="en"><![CDATA[educational policies]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[investigación y extensión]]></kwd>
<kwd lng="es"><![CDATA[investigación-acción]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
</kwd-group>
</article-meta>
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