<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142016000300518</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v16n3.p518-533</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A metodologia de projetos e o desafio na elaboração de novas possibilidades de propostas]]></article-title>
<article-title xml:lang="en"><![CDATA[The methodology of projects and the challenge in creating new possible proposals]]></article-title>
<article-title xml:lang="es"><![CDATA[La metodología de proyectos y el desafío en la elaboración de nuevas posibilidades de propuestas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento*]]></surname>
<given-names><![CDATA[Elaine Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Behrens]]></surname>
<given-names><![CDATA[Marilda Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Patricia Lupion]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>3</numero>
<fpage>518</fpage>
<lpage>533</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142016000300518&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142016000300518&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142016000300518&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  As demandas da sociedade e o desencadeamento das transforma&#231;&#245;es decorrentes destas no campo da Educa&#231;&#227;o t&#234;m sido tema de constantes debates, principalmente ao abordar a Forma&#231;&#227;o de Docentes e a pr&#225;tica Pedag&#243;gica desenvolvida nos diferentes contextos educacionais. Desta forma, os processos relacionados ao ato de ensinar e aprender tamb&#233;m precisam estar em constante an&#225;lise e reflex&#227;o, pois precisam estar em conson&#226;ncia com os novos paradigmas. Neste contexto, esta pesquisadora, integrante do Grupo PEFOP - Paradigmas Educacionais e Forma&#231;&#227;o de Professores, na Linha de pesquisa - Teoria e Pr&#225;tica Pedag&#243;gica na Forma&#231;&#227;o de Professores, optou por investigar: Quais os elementos estruturantes na Metodologia de Projetos para uma forma&#231;&#227;o que subsidie e que atenda ao paradigma da complexidade? Esta pesquisa-a&#231;&#227;o de natureza qualitativa &#233; parte do projeto de Forma&#231;&#227;o Pedag&#243;gica do Professor Universit&#225;rio do grupo PEFOP numa pesquisa-a&#231;&#227;o que foi realizada em quatorze encontros, por meio de Semin&#225;rio aprofundamento da linha de Teoria e Pr&#225;tica Pedag&#243;gica na Forma&#231;&#227;o de Professores (Doutorado), do Programa de P&#243;s-Gradua&#231;&#227;o em Educa&#231;&#227;o (PPGE). Para este estudo, tomou-se como problema: Quais s&#227;o os elementos estruturantes necess&#225;rios para uma proposta de Metodologia de Projetos para uma forma&#231;&#227;o que atenda ao paradigma da complexidade? Como objetivo o processo investigativo buscou considerar nas discuss&#245;es e nas reflex&#245;es quais os desafios apresentados pelos participantes, visando a um olhar sobre os dados obtidos na pesquisa, que possibilitem uma reflex&#227;o dial&#243;gica, criativa e cooperativa, apontando para uma a&#231;&#227;o colaborativa e transformadora nas pr&#225;ticas pedag&#243;gicas e fornecendo subs&#237;dios aos professores, por meio da Metodologia de Projetos (Behens, 2016) e seus elementos estruturantes, consolidando seu fazer docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The demands of society and the unleashing of the changes resulting from them, in the field of education, has been the subject of constant debates, especially when it comes to Teacher Training and Educational Practice developed in different educational contexts. Thus, processes related to the act of teaching and learning must also be in constant analysis and reflection, because they need to be in line with the new paradigms. In this context, this researcher, a member of the PEFOP (Educational Paradigms and Teacher Training group), which is part of the line of research Theory and Teaching Practice in Teacher Education, chose to investigate the following question: What are the structural elements in the Project Methodology for training that support and meets the paradigm of complexity? This qualitative action research is part of the Pedagogical University Teacher Training project of the PEFOP, in an action research that was conducted in fourteen meetings, through the Seminar to deepen the line of research Theory and Teaching Practice in Teacher Education (PhD), the Graduate Program in Education (PPGE). For this study, it investigates the following research problem: What structural elements are necessary for a proposed Project Methodology for training that is in accordance with the paradigm of complexity? The objective of the research process was to consider, through the discussions and reflections, the challenges presented by the participants, and to analyze the data obtained in the research that enable a dialogic, creative and cooperative reflection, pointing to a collaborative and transformative action in pedagogical practice, and providing support to teachers through the Project Methodology (Behens, 2016) and its structural elements, consolidating its teaching practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Las demandas de la sociedad y el desencadenamiento de las modificaciones resultantes de las mismas en el campo de la educaci&#243;n ha sido motivo de debate continuo, especialmente al tratar la formaci&#243;n del profesorado y la pr&#225;ctica pedag&#243;gica desarrollada en diferentes contextos educativos. De este modo, los procesos relacionados con el acto de la ense&#241;anza y el aprendizaje tambi&#233;n tienen que someterse a an&#225;lisis y reflexi&#243;n constante, ya que deben estar en consonancia con los nuevos paradigmas. En este contexto, esta investigadora, miembro del Grupo PEFOP - Paradigmas Educacionales y Formaci&#243;n de Profesores -, en la l&#237;nea de investigaci&#243;n de Teor&#237;a y Pr&#225;ctica Pedag&#243;gica en la Formaci&#243;n del Profesorado, decidi&#243; investigar: &#191;Cu&#225;les son los elementos estructurales en la Metodolog&#237;a de Proyectos para una formaci&#243;n que fundamente y que atienda al paradigma de la complejidad? Esta investigaci&#243;n acci&#243;n de car&#225;cter cualitativo es parte del proyecto de Formaci&#243;n Pedag&#243;gica del Profesor Universitario del grupo PEFOP, en una investigaci&#243;n acci&#243;n que fue realizada en catorce reuniones a trav&#233;s de un Seminario de profundizaci&#243;n en la l&#237;nea de Pr&#225;ctica Pedag&#243;gica en la Formaci&#243;n del Profesorado (PhD), del Programa de Estudios de Posgrado en Educaci&#243;n (PPGE). Para este estudio se analiz&#243; el problema: &#191;Cu&#225;les son los elementos estructurales necesarios para una propuesta de Metodolog&#237;a de Proyectos para una formaci&#243;n que cumpla con el paradigma de la complejidad? Como objetivo del proceso investigativo se busc&#243; considerar en las discusiones y en las reflexiones, cu&#225;les son los desaf&#237;os planteados por los participantes, apuntando a una comprensi&#243;n de los datos obtenidos en la investigaci&#243;n que permitan una reflexi&#243;n dial&#243;gica, creativa y cooperativa, dirigida a una acci&#243;n de colaboraci&#243;n y de transformaci&#243;n en las pr&#225;cticas pedag&#243;gicas, proporcionando apoyo a los profesores a trav&#233;s de la Metodolog&#237;a del Proyecto (Behrens, 2016) y sus elementos estructurales, consolidando su hacer docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia de Projetos.]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
<kwd lng="en"><![CDATA[Project Methodology.]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Práctica Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Metodología de Proyectos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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