<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432014000200091</article-id>
<article-id pub-id-type="doi">10.2014/jul.dezv23n42008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Repensando o método caso em cursos de administração: desafios e oportunidades da abordagem socioconstrutivista com ferramentas da WEB 2.0]]></article-title>
<article-title xml:lang="en"><![CDATA[Rethinking the case method of business courses: challenges and opportunities of the socio-constructivist approach with tools of WEB 2.0]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Marcos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fabiani]]></surname>
<given-names><![CDATA[Thierry]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pôle Universitaire Léonard de Vinci École de Management Léonard de Vinci ]]></institution>
<addr-line><![CDATA[Paris ]]></addr-line>
<country>France</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>23</volume>
<numero>42</numero>
<fpage>91</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432014000200091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432014000200091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432014000200091&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo discute as origens e os usos do M&#233;todo Harvard de estudos de casos em educa&#231;&#227;o empresarial. Ele argumenta que os princ&#237;pios socioconstrutivistas incorporados nesta t&#233;cnica de ensino s&#227;o mais relevantes em nossa sociedade p&#243;s-moderna do que na era industrial em que ela foi concebida. Recentes evolu&#231;&#245;es tecnol&#243;gicas, principalmente com advento da Web 2.0 e ferramentas colaborativas on-line, tornam oportuno experimentar com vers&#245;es de estudos de caso mediadas por interfaces digitais, a fim de aumentar o seu potencial de pensamento cr&#237;tico e criativo em ambientes aut&#234;nticos - o que denominamos potencial de "Interatividade Colaborativa". Ap&#243;s analisar cuidadosamente os m&#233;ritos pedag&#243;gicos da abordagem original, discutimos poss&#237;veis inova&#231;&#245;es para vers&#245;es de casos na web que poderiam ser incorporadas a essa tradi&#231;&#227;o centen&#225;ria. Apresentamos os resultados de nossas experi&#234;ncias anteriores no Brasil com o Sistema Panteon para resolu&#231;&#227;o colaborativa de problemas (LIMA, 2003), bem como uma utiliza&#231;&#227;o mais recente do Facebook e Google Sites como ferramentas para a discuss&#227;o de um caso fict&#237;cio chamado "Organixis" na EMLV, uma Escola de Gest&#227;o em Paris. Conclui-se que, se por um lado essas ferramentas t&#234;m um enorme potencial em termos de interatividade colaborativa, por outro lado v&#225;rias barreiras se apresentam, incluindo a resist&#234;ncia de professores e alunos a novos m&#233;todos baseados em aprendizagem &#224; dist&#226;ncia e os desafios tecnol&#243;gicos de gest&#227;o de plataformas on-line.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses the origins and current uses of Harvard's Case Method in business education. It argues that the socio-constructivist principles embedded in this teaching technique are more relevant in our post-modern society than it was in the industrial age when it was first conceived. Recent changes in technology, particularly with the advent of Web 2.0 online collaborative communities, suggest that it is time to experiment it with case studies mediated by digital interfaces in order to increase its critical and creative thinking potential in authentic problem environments (what we call "Collaborative Interactivity" potential). After a careful analysis of the pedagogical merits of the original approach, we discuss possible Web 2.0 innovations that could be built into this centennial tradition. We present the findings from our previous experiments in Brazil with the Panteon System for collaborative problem solving (LIMA, 2003), as well as a more recent use of Facebook and Google Sites as tools to discuss a fictitious case called "Organixis" at EMLV, a Business School in Paris. We conclude that while these tolos have an enormous potential in terms of supporting collaborative interactivity, several barriers remain, including the resistance from both teachers and students to new methods based on distance learning and technological challenges of managing online platforms.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudos de Caso]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Gestão]]></kwd>
<kwd lng="pt"><![CDATA[Interfaces Digitais]]></kwd>
<kwd lng="en"><![CDATA[Case Studies]]></kwd>
<kwd lng="en"><![CDATA[Management Education]]></kwd>
<kwd lng="en"><![CDATA[Digital Interfaces]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</person-group>
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</back>
</article>
