<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000401837</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i4p1837-1854</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O DESENVOLVIMENTO DAS METODOLOGIAS ATIVAS NA EDUCAÇÃO BÁSICA E OS PARADIGMAS PEDAGÓGICOS EDUCACIONAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE DEVELOPMENT OF ACTIVE METHODOLOGIES IN BASIC EDUCATION AND EDUCATIONAL PEDAGOGICAL PARADIGMS]]></article-title>
<article-title xml:lang="es"><![CDATA[EL DESARROLLO DE METODOLOGÍAS ACTIVAS EN EDUCACIÓN BÁSICA Y PARADIGMAS PEDAGÓGICOS EDUCATIVOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NOFFS]]></surname>
<given-names><![CDATA[Neide de Aquino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Sidnei da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,PUC-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,PUC-SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<fpage>1837</fpage>
<lpage>1854</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000401837&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000401837&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000401837&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo é um recorte de pesquisa realizada no programa de Pós-Graduação stricto sensu em Educação: Currículo na linha de pesquisa formação de Educadores da Pontifícia Universidade Católica de São Paulo. Este trabalho tem como objetivo apresentar alguns procedimentos didáticos que servirão de referência para os princípios das metodologias ativas e sua articulação com o paradigma da educação que fundamenta a sua efetivação. Diante do atual cenário, algumas alternativas têm sido propostas, na dimensão das metodologias ativas de aprendizagem, por apresentarem um conjunto de princípios e de estratégias que buscam reconfigurar a ação docente e discente, a partir dos três paradigmas pedagógicos, a saber: o da instrução, o da aprendizagem e o da comunicação. Nesse sentido, a atuação do professor apresenta-se como um interlocutor qualificado, criando condições para que seus alunos adquiram autonomia intelectual e social, ressignificando os procedimentos e as informações de tal modo que possam descobrir o mundo que os rodeia visando a sua transformação. O trabalho desenvolveu-se no enfoque qualitativo e partiu de pesquisa bibliográfica. Utilizou-se como referência Rui Trindade, Ariana Cosme, Neide Noffs, José Manoel Moran, dentre outros. Esta pesquisa revelou que o modo de organizar e planejar a aula conhecida como convencional não mais atende às necessidades das crianças e dos jovens presentes na escola contemporânea. Propõem-se, assim, alternativas denominadas de metodologias ativas, em que o aluno se torna protagonista no processo de ensino, de modo a interagir ativamente com o espaço de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article is a research cutoff conducted in the stricto sensu Graduate Program in Education: Curriculum in the research line Educators training of the Pontifical Catholic University of São Paulo. This work has the objective to present some didactic procedures that will serve as a reference for the principles of active methodologies, and their articulation with the education paradigm that underlies their implementation. Given the current scenario, some alternatives have been proposed, in the dimension of active learning methodologies, as they present a set of principles and strategies that seek to reconfigure the teaching and student action, based on the three pedagogical paradigms, namely: instruction, learning and communication. In this sense, the teacher&#8217;s performance is presented as a qualified interlocutor, creating conditions for his/her students to acquire intellectual and social autonomy, re-signifying the procedures and information in such a way that they can discover the world around them aiming at their transformation. The work was developed in the qualitative approach and started from a bibliographical research. Rui Trindade, Ariana Cosme, Neide Noffs, José Manoel Moran, among others, were used as references. This research revealed that the way to organize and plan the class known as conventional no longer meets the needs of children and young people present in the contemporary school. Alternatives named active methodologies are then proposed, in which the student becomes protagonist in the teaching process, so he/she may actively interact with the learning space.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo es una investigación realizada en el programa de posgrado estricto-sensu en Currículum Educativo en la Línea de Investigación de Capacitación de Educadores de la Pontificia Universidad Católica de Sao Paulo. Este documento tiene como objetivo presentar algunos procedimientos didácticos que servirán como referencia para los principios de las metodologías activas y su articulación con el paradigma educativo que subyace en su implementación. Dado el escenario actual, se han propuesto algunas alternativas, en la dimensión de las metodologías de aprendizaje activo, ya que presentan un conjunto de principios y estrategias que buscan reconfigurar la enseñanza y la acción del alumno, basadas en los tres paradigmas pedagógicos, a saber, el de la instrucción. aprendizaje y comunicación. En este sentido, el desempeño del maestro se presenta como un interlocutor calificado, creando condiciones para que sus alumnos adquieran autonomía intelectual y social, resignificando los procedimientos y la información de tal manera que puedan descubrir el mundo que los rodea con el objetivo de su transformación. El trabajo se desarrolló en el enfoque cualitativo y comenzó a partir de la investigación bibliográfica. Utilizamos los autores Rui Trindade, Ariana Cosme, Neide Noffs, José Manoel Moran, entre otros. Esta investigación nos reveló que la forma de organizar y planificar la clase conocida como convencional ya no satisface las necesidades de los niños y jóvenes presentes en la escuela contemporánea que se propone, son alternativas llamadas metodologías activas donde el alumno se convierte en protagonista en el proceso de enseñanza. , interactuando activamente con el espacio de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paradigmas pedagógicos educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias ativas]]></kwd>
<kwd lng="pt"><![CDATA[Formação profissional de educadores]]></kwd>
<kwd lng="en"><![CDATA[Educational pedagogical paradigms]]></kwd>
<kwd lng="en"><![CDATA[Active methodologies]]></kwd>
<kwd lng="en"><![CDATA[Professional training of educators]]></kwd>
<kwd lng="es"><![CDATA[Paradigmas pedagógicos educativos]]></kwd>
<kwd lng="es"><![CDATA[Metodologías activas]]></kwd>
<kwd lng="es"><![CDATA[Formación profesional de educadores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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