<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2010000300013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Integração dos elementos tempo/espaço e aprendizagem no cotidiano da sala de aula]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portilho]]></surname>
<given-names><![CDATA[Evelise Maria Labatut]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hoça]]></surname>
<given-names><![CDATA[Liliamar]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A13">
<institution><![CDATA[,PUCPR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A13">
<institution><![CDATA[,Universidade Positivo  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<volume>10</volume>
<numero>31</numero>
<fpage>679</fpage>
<lpage>692</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2010000300013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2010000300013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2010000300013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O ensino organizado em ciclos pressupõe modificações no tempo/espaço escolar em função do processo de aprendizagem das crianças. Este trabalho apresenta os procedimentos utilizados pelos educadores em escolas organizadas em ciclos, com relação à integração tempo/espaço e aprendizagem no cotidiano da sala de aula, a partir da pesquisa realizada em escolas com o ensino organizado em ciclos. É uma pesquisa de abordagem qualitativa, na qual se realizaram entrevistas com 11 profissionais, sendo quatro pedagogas e sete professoras da 1ª etapa observar que os procedimentos utilizados pelos educadores, tanto em sala de aula como fora dela, são atividades pontuais e partem das dificuldades em relação ao processo de aprendizagem dos alunos que as professoras observam. As colocações realizadas pelas profissionais e a literatura consultada demonstram que as discussões sobre a concepção de ciclo e a questão do tempo/espaço escolar como período de formação e a aprendizagem necessitam ser retomadas para que se alcance o objetivo da formação integral dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Cycle-organized teaching requires changings in school time/space regarding children’s learning process. This work presents procedures that have been used by teachers at schools that have adopted the cicle-organized teaching, related to time/space integration and learning at day by day classroom contexts, from a research accomplished at cicle-organized teaching schools. It’s a qualitative approached research in which 11 professionals were interviewed, four pedagogues and seven school teachers of Cicle I first stage of two public schools in the city of Curitiba. It was possible to observe that the procedures utilized by teachers, in class or out of classroom context, are punctual activities and derive from difficulties presented by students that are observed by teachers. Statements made by professionals and literature overviewed demonstrate that discussions about the concept of cicles and the question about school time/space as a period of education and learning need to be rescued in order to achieve the purpose of an integral education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tempo]]></kwd>
<kwd lng="pt"><![CDATA[Espaço]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino em Ciclos]]></kwd>
<kwd lng="en"><![CDATA[Time]]></kwd>
<kwd lng="en"><![CDATA[Space]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching in Cicles]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Integra&ccedil;&atilde;o dos elementos  tempo/espa&ccedil;o e aprendizagem no cotidiano da sala de aula.</h2> <h3>Time/space integration and learning at daily classroom contexts.</h3>     <p>&nbsp;</p> <h4>Evelise Maria Labatut  Portilho, Liliamar Ho&ccedil;a    <br> </h4> </font>      ]]></body>
</article>
