<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442024000100278</article-id>
<article-id pub-id-type="doi">10.5902/1984644484578</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Ensino por Competências e as Metodologias Ativas: implicações na Prática Pedagógica Docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Competency-based teaching and active methodologies: implications on pedagogical practice of teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza por competencias y metodologías activas: implicaciones en la práctica pedagógica docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kirsch]]></surname>
<given-names><![CDATA[Deise Becker]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veloso]]></surname>
<given-names><![CDATA[Braian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mill]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Academia da Força Aérea  ]]></institution>
<addr-line><![CDATA[Pirassununga SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Lavras  ]]></institution>
<addr-line><![CDATA[Lavras MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</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>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100278&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100278&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100278&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este escrito tem como objetivo relacionar as concepções presentes no ensino por competências e nas metodologias ativas, considerando a utilização das Tecnologias Digitais da Informação e Comunicação (TDIC) como recurso didático-pedagógico, e verificar as implicações na prática pedagógica docente. O artigo foi elaborado a partir de uma pesquisa bibliográfica, de cunho exploratório-descritiva, por meio da análise da literatura no âmbito educacional.O estudo demonstrou que o ensino por competências emerge como uma abordagem importante frente ao que se espera da formação realizada nasescolas, da necessidade da maior funcionalidade dos conteúdos ensinados, possibilitando a aprendizagem por meio de mobilização de conhecimentos, habilidades e atitudes diante de situações e contextos diversos. As metodologias ativas, por sua vez, renascem, apoiadas nas ideias escolanovistas de outrora, repercutindo em aprendizagens ativas e significativas, visto a motivação advinda dos recursos tecnológicos digitais, por meio da ação do estudante diante de situações-problema pedagogicamente elaboradas. O docente assume, assim, o papel relevante de condutor dos processos de ensino e de aprendizagem, transformando a sala de aula em um ambiente dinâmico e interativo, a fim de proporcionar aprendizagens com sentido e significado e promovendo o desenvolvimento de competências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper aims to relate the conceptions that are present in competency-based teaching to the ones present in active methodologies, considering the use of Digital Information and Communication Technologies (DICT) as a didactic-pedagogical resource, and verify the implications on the pedagogical practice of teachers. The article was elaborated based on bibliographical research of an exploratory-descriptive nature, through the analysis of literature within the educational environment. The study demonstrated that competence-based teaching emerges as an important approach before what is expected from the formation of students that is carried out in schools, the need for a greater functionality of the contents taught, enabling learning through the mobilisation of knowledge, ability and attitudes when facing different situations and contexts. Active methodologies, nevertheless, are reborn, supported by the former New Education ideas, reverberating in active and meaningful learning, given the motivation arising from digital technological resources, through student action when facing pedagogically elaborate problem-situation. The teacher assumes a relevant role of conducting the teaching and learning processes, making a dynamic and interactive environment of the classroom, to provide meaningful learning and promote the development of competencies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo tiene como objetivo relacionar las concepciones presentes en la enseñanza por competencias y metodologías activas, considerando el uso de las Tecnologías Digitales de la Información y la Comunicación (TDIC) como recurso didáctico-pedagógico y verificar las implicaciones en la práctica pedagógica docente. El artículo fue elaborado a partir de una investigación bibliográfica, de carácter exploratorio-descriptivo, mediante el análisis de la literatura en el campo educativo. El estudio demostró que la enseñanza por competencias surge como un enfoque importante delante de lo que se espera de la formación realizada en las escuelas, la necesidad de una mejor funcionalidad al contenido enseñado, posibilitando el aprendizaje por medio de la dinamización de conocimientos, habilidades y actitudes frente a situaciones y contextos diversos. Por otra parte, renacen las metodologías activas, apoyadas en las ideas escolanovista de antaño, resultando en un aprendizaje activo y significativo, dada la motivación que surge de los recursos tecnológicos digitales, por medio de la acción del alumno frente a situaciones problemáticas elaboradas pedagógicamente. El profesor asume, así, el relevante papel de conductor de los procesos de enseñanza y aprendizaje, transformando el aula en un entorno dinámico e interactivo para proporcionar aprendizajes significativos y promover el desarrollo de competencias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino por Competências]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias Ativas]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica Docente]]></kwd>
<kwd lng="en"><![CDATA[competency-based teaching]]></kwd>
<kwd lng="en"><![CDATA[active methodologies]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice of teachers]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza por Competencias]]></kwd>
<kwd lng="es"><![CDATA[Metodologías Activas]]></kwd>
<kwd lng="es"><![CDATA[Práctica Pedagógica Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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