<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100219</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698217239</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENGAGEMENT ACADÊMICO NO ENSINO SUPERIOR: PREMISSA PEDAGÓGICA PARA O DESENVOLVIMENTO DE COMPETÊNCIAS TRANSFERÍVEIS]]></article-title>
<article-title xml:lang="en"><![CDATA[ACADEMIC ENGAGEMENT IN HIGHER EDUCATION: PEDAGOGICAL PREMISES FOR THE DEVELOPMENT OF TRANSFERABLE SKILLS]]></article-title>
<article-title xml:lang="es"><![CDATA[COMPROMISO ACADÉMICO EN LA EDUCACIÓN SUPERIOR: LOCALES PEDAGÓGICOS PARA EL DESARROLLO DE HABILIDADES TRANSFERIBLES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RIGO]]></surname>
<given-names><![CDATA[ROSA MARIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOREIRA]]></surname>
<given-names><![CDATA[JOSÉ ANTÓNIO MARQUES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VITÓRIA]]></surname>
<given-names><![CDATA[MARIA INÊS CÔRTE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Aberta de Portugal  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Em tempos de ciber espaços de aprendizagem, os sistemas de educação necessitam de modelos pedagógicos que possibilitem aos estudantes engajar-se, desenvolver competências e sentirem-se aptos a transferir essas competências para outros contextos de atuação. É pois, a partir do modelo pedagógico utilizado pela Universidade Aberta de Portugal, e, baseado na metodologia de Design Based Research com análise qualitativa das percepções dos estudantes envolvidos, que pretendemos neste estudo, analisar se a disciplina Ambientes Virtuais de Aprendizagem promoveu o desenvolvimento de competências transferíveis. Os resultados apontaram posicionamentos positivos como: 1) proporcionou debates envolvendo questões educativas relacionadas com aspectos sociais, políticos ou filosóficos; 2) possibilitou convivência em uma comunidade de prática com experiências e pontos de vista diferenciados; 3) alternativas criativas para melhorar práticas pedagógicas e formativas; 4) soluções para problemas complexos 5) promoveu engagement com significado. São discutidas as implicações dos resultados encontrados, tanto do ponto de vista de intervenção prática, quer em termos de investigações futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In times of cyber learning spaces, education systems need pedagogical models that enable students to engage, develop skills, and feel capable to transfer them to other contexts. Based on the Design Based Research methodology of qualitative analysis of student&#8217;s perceptions, we analyzed whether the Virtual Learning Environments discipline promoted the development of transferable skills. The findings regarding the class were primarily positive, such as it: 1) promoted debates involving educational issues related to social, political or philosophical aspects; 2) enabled coexistence in a community with different experiences and points of view; 3) created alternatives to improve pedagogical and formative practices; 4) provided solutions to complex problems; and 5) promoted meaningful engagement. The implications of the results are discussed, both from the point of view of practical intervention and in terms of future research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: En tiempos de ciber espacios de aprendizaje, los sistemas de educación necesitan modelos pedagógicos que posibiliten a los estudiantes comprometerse, desarrollar competencias y sentirse aptos para transferir esas competencias a otros contextos de actuación. Por lo tanto, es a partir del modelo de enseñanza utilizada por la Universidad Abierta de Portugal, y, en base a la metodología de Diseño de la investigación basada en un análisis cualitativo de las percepciones de los estudiantes involucrados, queremos que este estudio para analizar si la entornos virtuales de aprendizaje disciplina promovió el desarrollo de competencias transferibles. Los resultados apunta a posicionamientos positivos como: 1) proporcionó debates involucrando cuestiones educativas relacionadas con aspectos sociales, políticos o filosóficos; 2) posibilitó convivencia en una comunidad de práctica con experiencias y puntos de vista diferenciados; 3) alternativas creativas para mejorar prácticas pedagógicas y formativas; 4) soluciones para problemas complejos 5) promovió engagement con significado. Se discuten las implicaciones de los resultados, tanto desde el punto de vista de la intervención práctica como con vistas a futura investigación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[engagement acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[competências e habilidades]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="en"><![CDATA[academic engagement]]></kwd>
<kwd lng="en"><![CDATA[skills and abilities]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="es"><![CDATA[engagement académico]]></kwd>
<kwd lng="es"><![CDATA[competencias y habilidades]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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