<?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>S1981-416x2016000400014</article-id>
<article-id pub-id-type="doi">10.7213/1981-416X.16.050.AO03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação pedagógica no grupo tutorial: desafios e possibilidades das metodologias participativas (ativas)]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical relationship the Group tutorial: challenges and possibilities of participative methodologies (active)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Edileuza Fernandes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>50</numero>
<fpage>1077</fpage>
<lpage>1092</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000400014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000400014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000400014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto objetiva analisar a rela&#231;&#227;o pedag&#243;gica desenvolvida no grupo tutorial na metodologia PBL adotada no curso de Medicina de um centro universit&#225;rio privado do Distrito Federal, visando compreender desafios e possibilidades na constru&#231;&#227;o do conhecimento de forma colaborativa e participativa. Colaboraram com a pesquisa um professor e quatro estudantes do segundo semestre do curso. A abordagem metodol&#243;gica consistiu na an&#225;lise de depoimentos levantados por meio de entrevista semiestruturada com professor, grupo focal com quatro estudantes e observa&#231;&#227;o de oito horas de sess&#245;es tutoriais que oportunizaram compreender aspectos relativos &#224; din&#226;mica do grupo tutorial. O quadro te&#243;rico da pesquisa foi elaborado com base em Berbel (1998), Leitinho e S&#225; Carneiro (2013) para discutir a Aprendizagem Baseada em Problemas; em Veiga (2001, 2014) para discutir a rela&#231;&#227;o pedag&#243;gica e o processo did&#225;tico; em Saviani (2007, 2008) para abordar a pedagogia hist&#243;rico- -cr&#237;tica; e em Ara&#250;jo (2017) para discutir as matrizes pedag&#243;gico-metodol&#243;gicas ativas e participativas. Da an&#225;lise dos dados da pesquisa, foi poss&#237;vel apreender que no grupo tutorial, a rela&#231;&#227;o pedag&#243;gica &#233; democr&#225;tica, pautada no respeito ao indiv&#237;duo, sendo o poder de decis&#227;o e a&#231;&#227;o compartilhado por todos e identificar alguns elementos constitutivos do grupo tutorial que sinalizam o movimento de transi&#231;&#227;o da metodologia ativa para a pedagogia hist&#243;rico-cr&#237;tica. A forma&#231;&#227;o m&#233;dica requer metodologia colaborativa, participativa e problematizadora fundamentada na pr&#225;tica social em que professor e estudantes, apesar de ocuparem posi&#231;&#245;es distintas, constroem uma rela&#231;&#227;o pedag&#243;gica favor&#225;vel &#224; compreens&#227;o e ao encaminhamento de solu&#231;&#245;es dos problemas apresentados pela pr&#225;tica social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text aims to analyse the pedagogical relationship developed in the Group on the methodology adopted in the PBL tutorial course of Medicine from a private University Center of Distrito Federal, in order to understand challenges and possibilities in the construction of knowledge collaboratively and participatory. Cooperated with the searches for a teacher and four students of the second half of the course. The methodological approach consisted in analyzing evidence collected through semi-structured interview with professor, focal group with four students and 8 hour session watching tutorials that nurture understanding aspects of group dynamics tutorial. The theoretical framework of research was based on Berbel (1998), Leitinho and S&#225; Carneiro (2013) to discuss the problem-based learning; in Veiga (2001, 2014) to discuss the pedagogical relationship and the didactic process; in Saviani (2007, 2008) to address the historic-critical pedagogy; and in Ara&#250;jo (2017) to discuss the pedagogical-methodological arrays active and participatory. The analysis of the survey data, it was possible to learn who in the Group tutorial, the pedagogical relationship is democratic, based on respect for the individual, and the power of decision and action shared by all and identify some elements constituting the Group tutorial that signal the movement of transition from active methodology to historical-critical pedagogy. The medical training requires collaborative, participatory methodology and problem based on social practice in which teacher and students, although distinct positions, build a occupied relationship conducive to pedagogical understanding and the movement of solutions of the problems presented by social practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Relação Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Grupo Tutorial]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias Participativas]]></kwd>
<kwd lng="en"><![CDATA[Pedagogic Relationship]]></kwd>
<kwd lng="en"><![CDATA[Group Tutorial]]></kwd>
<kwd lng="en"><![CDATA[Participatory Methodologies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERBEL]]></surname>
<given-names><![CDATA[N. A. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A problematização e a aprendizagem baseada em problemas: diferentes termos ou diferentes caminhos?]]></article-title>
<source><![CDATA[Interface - Comunicação, Saúde, Educação]]></source>
<year></year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
