<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352020000200014</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2020v58n56id20231</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O método de trabalho independente nos diálogos de coordenação de disciplinas: uma reflexão oportuna em contextos de ensino tradicionalista]]></article-title>
<article-title xml:lang="en"><![CDATA[The independent working method in the disciplines coordination dialogues: a timely reflection in traditional teaching contexts]]></article-title>
<article-title xml:lang="es"><![CDATA[El método de trabajo independiente en los diálogos de coordinación de disciplinas: una reflexión oportuna en contextos docentes tradicionales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mavungo]]></surname>
<given-names><![CDATA[Fernando Abel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Francisco Ângelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade 11 de Novembro Departamento de Ensino e Investigação em Biologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Angola</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais Programa de Pós Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</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>58</volume>
<numero>56</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352020000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352020000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352020000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo reflete sobre a pertinência de se pensar o método de trabalho independente nas escolas secundárias em Cabinda, partindo desde a coordenação de disciplina, nos planejamentos de unidades didáticas. O mesmo emerge do estudo desenvolvido por Mavungo (2014) que abordou sobre as valências desse método e das dificuldades metodológicas que envolvem o cotidiano dos professores dessas paragens. Neste artigo argumenta-se que, os contextos educativos predominados por abordagens tradicionalistas, a concepção dos métodos ativos no seio das coordenações de disciplinas propícia os diálogos formativos que consubstanciam a troca de experiências entre os professores, permitindo a ressignificação das suas práticas docentes. Suas conclusões apontam que, fomentar a independência e a criatividade cognitiva dos alunos, através do uso de métodos ativos é um imperativo ético que ajusta a escola aos vários desafios sociais que são enfrentados pelos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article offers a reflection on the relevance of the independent work method starting from the coordination of disciplines, in the planning of didactic units. It emerges from the study that was presented by Mavungo (2014) that addressed the valences of this method and the difficulties that involve the daily lives of most of the teachers who teach in secondary schools in Cabinda. In this study it is argued that, in educational context predominated by outdated teaching approaches, the consecution of these teaching methods within the coordination of discipline can provide the formative dialogues that lead to exchange of knowledge experiences between teachers. Thus, its conclusions point out that, to foment the independence and the cognitive creativity of the students, using active methods, constitutes a pedagogical imperative that adjusts the school to the current challenges that are faced by students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio analiza la pertinencia del método de trabajo independiente, partiendo desde la coordinación de disciplinas, en las planificaciones de unidades didácticas. El mismo emerge del trabajo desarrollado por Mavungo (2014) que abordó sobre las valencias de ese método y de las dificultades metodológicas que envuelven las clases de los profesores de las escuelas secundarias en Cabinda. En este artículo argumentase que, los contextos educativos predominados por enfoques tradicionales de enseñanza, la concepción de los métodos ativos en el seno de la coordinación de disciplinas propicia los diálogos formativos que consubstancian el intercambio de experiencias entre los profesores, permitiendo la redefinición de sus prácticas docentes. Así, las conclusiones apuntan que, fomentar la independencia y la creatividad cognoscitiva de los alumnos con el uso de métodos ativos, es un imperativo ético que ajusta la escuela de los varios desafíos sociales que son enfrentados por los alumnos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino tradicionalista]]></kwd>
<kwd lng="pt"><![CDATA[Diálogos de coordenação de disciplinas]]></kwd>
<kwd lng="pt"><![CDATA[Método de trabalho independente]]></kwd>
<kwd lng="pt"><![CDATA[Independência cognitiva]]></kwd>
<kwd lng="en"><![CDATA[Traditionalist teaching]]></kwd>
<kwd lng="en"><![CDATA[Discipline coordination dialogues]]></kwd>
<kwd lng="en"><![CDATA[Independent work method]]></kwd>
<kwd lng="en"><![CDATA[Cognitive independence]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza tradicionalista]]></kwd>
<kwd lng="es"><![CDATA[Diálogos de coordinación de disciplinas]]></kwd>
<kwd lng="es"><![CDATA[Método de trabajo independiente]]></kwd>
<kwd lng="es"><![CDATA[Independencia cognoscitiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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