<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022024000100302</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202450269819por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias problematizadoras e concepções de aprendizagem: percepções docentes do impacto da pandemia da Covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Problematizing methodologies and conceptions of learning: how teachers have perceived the impact of the Covid-19 pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães Filho]]></surname>
<given-names><![CDATA[Durval Rabelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sinésio]]></surname>
<given-names><![CDATA[Luis Eduardo Moraes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Rede Estadual de Mato Grosso do Sul Instituto Federal de Mato Grosso do Sul ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brasil</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>50</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022024000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022024000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022024000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo é um desmembramento da dissertação de mestrado do Programa de Pós-graduação em Educação Profissional (ProfEPT)2 do IFMS e pretende identificar a percepção dos educadores de como ocorreu o processo de ensino e aprendizagem durante as aulas remotas e, logo após, com o retorno presencial. O objetivo é analisar os impactos percebidos pelos docentes do Centro Estadual de Educação Profissional Padre João Greiner, na aprendizagem dos alunos, durante as suas ações no ensino médio integrado, na pandemia do SARS-COV-2. As metodologias ativas são promotoras do protagonismo e autonomia do estudante, principalmente a metodologia da problematização, por isso, indicadas para a promoção de ensino com ação transformadora, dialógica e reflexiva, tão necessário no presente momento. A pesquisa possui características de abordagem qualitativa, de natureza aplicada e os objetivos foram apreendidos de forma descritiva. O método é uma pesquisa-ação, cujo caminho da investigação estabeleceu-se pelas etapas da Metodologia da Problematização com o Arco de Maguerez e, como método de organização dos dados para geração de resultados, tem-se o princípio da Análise Textual Discursiva (ATD). O processo se concretizou com a proposta de elaboração de um caderno didático, enquanto se realiza uma formação de professores, durante a pesquisa-ação colaborativa. Como resultado, constatou-se um aumento da desigualdade educacional, um déficit na aprendizagem dos alunos, agravado por problemas de relacionamento. Estudantes desmotivados e professores que, apesar de receberem um aporte mínimo de recursos tecnológicos, não estavam capacitados para o uso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This is study is a break-up of a master´s dissertation presented to the Graduate Program in Professional Education (ProfEPT) at the Federal Institute of and is intended to identify teachers´ perceptions of how the teaching and learning process took place in the remote classes and, soon after, when face-to-face classes were resumed. The objective is to analyze the impacts perceived by teachers at the State Center of Professional Education &#8220;Fahter João Greiner&#8221;, related to the students´ learning while working at integrated high-schooling during the SARS-COV-2 pandemic. Active methodologies are those promoting protagonism and autonomy among students, mainly the so-called problematizing methodology which are, for this reason, indicated to conduct teaching towards actions that are transforming, dialogical and reflexive, so much required on these days. The research utilizes an applied qualitative and the objectives were apprehended in a descriptive fashion. The method is a research-action whose investigative itinerary was established by the steps of the Methodology of Problematization using Maguerez Arc with data being organized in order to generate results, based on the principle of Textual and Discourse Analysis (TDA). The process materialized in a proposal of producing a didactic textbook while teacher training is conducted along the collaborative research-action. As a result, an increase in educational inequality was observed as well as a deficit in the students´ learning aggravated by relationship problems. Discouraged students and teachers who, despite being provided with a minimum input of technological resources, were not qualified to use them.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Concepções de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia da problematização]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Learning conceptions]]></kwd>
<kwd lng="en"><![CDATA[Methodology of problematization]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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