<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012022000100201</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v44i1.52168</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A problematização como ferramenta de formação de professores sobre metodologias ativas]]></article-title>
<article-title xml:lang="es"><![CDATA[Problematización como herramienta para la formación del profesorado sobre metodologías activas]]></article-title>
<article-title xml:lang="en"><![CDATA[Problematization as a teacher training tool on active methodologies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Renata Godinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corrêa]]></surname>
<given-names><![CDATA[Sara Lima Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Folmer]]></surname>
<given-names><![CDATA[Vanderlei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Copetti]]></surname>
<given-names><![CDATA[Jaqueline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Uruguaiana Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012022000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012022000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012022000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O presente estudo teve como objetivo identificar a compreensão de professores sobre metodologias ativas antes e após um curso de formação, bem como sua avaliação e possível utilização no contexto escolar. Foram sujeitos do estudo, 21 professores dos anos finais do ensino fundamental de uma escola pública municipal. Para tanto, foi proposto um curso de formação para dialogar sobre o uso de metodologias ativas no contexto escolar. No primeiro e último encontro do curso foi aplicado um questionário para verificar a compreensão dos professores sobre metodologias ativas, a utilização destas no contexto escolar e a avaliação dos professores sobre o curso. Este foi organizado de acordo com a disponibilidade de horário da escola, e realizado ao longo de cinco encontros, um a cada semana consecutiva, e sua organização se deu com base na metodologia da problematização com o arco de Maguerez. Ao final do curso, notou-se uma visão mais ampla por parte dos professores sobre a compreensão da temática, onde os mesmos relatam que as metodologias ativas estão mais relacionadas a solução de problemas do cotidiano do educando, focando mais no processo de ensino e aprendizagem do que na utilização de estratégias de ensino, como visto anteriormente. Quanto a avaliação do curso, os professores acreditam que este foi positivo e dinâmico, e reivindicaram que os próximos pudessem desprender de maior carga horária para aprofundar as discussões. Nesse sentido, ressalta-se a importância da realização de ações que ofereçam aos professores a ampliação de saberes, bem como novos aprendizados relativos à prática docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. O presente estudio tiene como objetivo identificar a los profesores sobre la metodología activa antes y después de un curso de entrenamiento, así como su evaluación y posible utilización el contexto escolar. Fueron temas del estudio, 21 profesores de los últimos años de la escuela primaria en una escuela pública municipal. Por lo tanto, se propuso un curso para hablar de la utilización de metodologías activas en el contexto escolar. En la primera y última reunión del curso, se aplicó un cuestionario para comprobar a los profesores sobre la metodología activa, el uso en el contexto escolar y la evaluación de los profesores en o curso. Esto se ha organizado desde el acuerdo con la disponibilidad del horario escolar, dividida en cinco reuniones, una cada semana consecutiva, y su organización se llevó a cabo en base a la metodología de problematizacao con o arco de Señor Maguerez. Al final del curso, se observó una visión más amplia en la parte de los maestros en un tema común, donde se relató que como metodologías activas son más relacionadas con solución de problemas de la vida diaria del estudiante, centrándose más en el proceso de enseñanza y aprendizaje que en el uso de estrategias de enseñanza, como se ve anteriormente. En cuanto a evaluarlo del curso, los maestros creen que esto era positivo y dinámico, y afirmaron que los demás podrían dejar más carga de trabajo para profundizar los debates. En este sentido, destacamos la importancia de realizar acciones que ofrezcan a los maestros la expansión del conocimiento, así como el nuevo aprendizaje derivado de la práctica docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The present study aimed to identify teachers&#8217; understanding of active methodologies before and after a training course, as well as their evaluation and possible use in the school context. The study subjects were 21 teachers from the final years of elementary school in a municipal public school. With this purpose was proposed a training course to discuss the use of active methodologies in the school context. A questionnaire was applied both in the first and last meeting of the course, seeking to verify the teachers&#8217; understanding of active methodologies, their use in the school context and the teachers&#8217; evaluation of the course. This was organized according to the availability of school hours, and carried out over five meetings, one every consecutive week, and its organization was based on the methodology of problematization with the Arch of Maguerez. At the end of the course has been noticed a broader view on the part of teachers on the understanding of the theme, having them reported that active methodologies are more related to solving students&#8217; daily problems, focusing more on the teaching and learning process than on the use of teaching strategies, as seen earlier. As for the evaluation of the course, the teachers believe that it was positive and dynamic, and claimed that the next ones could take off more hours to deepen the discussions. In this sense, it is emphasized the importance of carrying out actions that offer teachers the expansion of knowledge, as well as new learning related to teaching practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[metodologias ativas]]></kwd>
<kwd lng="pt"><![CDATA[arco de Maguerez]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[escuela primaria]]></kwd>
<kwd lng="es"><![CDATA[metodología docente]]></kwd>
<kwd lng="es"><![CDATA[arco de Maguerez]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[elementary school]]></kwd>
<kwd lng="en"><![CDATA[teaching methodology]]></kwd>
<kwd lng="en"><![CDATA[Arc of Maguerez]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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