<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822017000100143</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v22i44.1012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudo de caso como estratégia de ensino para a Educação Profissional e Tecnológica]]></article-title>
<article-title xml:lang="en"><![CDATA[Case study as teaching strategy for Professional and Technological Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Estudio de caso como estrategia de enseñanza para la Educación Profesional y Tecnológica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Josimar de Aparecido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Marilandi Maria Mascarello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pasqualli]]></surname>
<given-names><![CDATA[Roberta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Sertão Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Chapecó Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>44</numero>
<fpage>143</fpage>
<lpage>159</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822017000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822017000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822017000100143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste trabalho, buscou-se caracterizar o estudo de caso como estrat&#233;gia de ensino, destacando potencialidades e procedimentos para sua utiliza&#231;&#227;o na Educa&#231;&#227;o Profissional e Tecnol&#243;gica (EPT). Foi elaborado a partir da pesquisa bibliogr&#225;fica com particular incid&#234;ncia em obras de autores como Abreu; Masetto (1985), Anastasiou; Alves (2006), Graham (2010), Grillo; Gessinger (2008), L&#252;dke; Andr&#233; (1986), Queiroz; Cabral (2016), Trivi&#241;os (1987) e Yin (2005). Tendo em vista a abrang&#234;ncia e a dimens&#227;o do tema, o trabalho centra-se nas quest&#245;es: a) como se caracteriza o estudo de caso para ser utilizado como estrat&#233;gia de ensino? b) quais as potencialidades do estudo de caso como estrat&#233;gia de ensino para a EPT e c) como proceder para utilizar o estudo de caso na EPT? Os principais resultados do trabalho indicam que o estudo de caso como estrat&#233;gia de ensino possibilita a participa&#231;&#227;o, coopera&#231;&#227;o e articula&#231;&#227;o entre estudantes e professores, promovendo o rompimento das dicotomias estabelecidas pelo paradigma tradicional de educa&#231;&#227;o t&#227;o presente na EPT e a aproxima&#231;&#227;o entre teoria e pr&#225;tica numa perspectiva interdisciplinar da situa&#231;&#227;o em estudo. Pode contribuir para uma doc&#234;ncia da EPT inovadora, sendo uma boa estrat&#233;gia de ensino se for devidamente planejado e desenvolvido em aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we sought to characterize the case study as a teaching strategy, highlighting potential and procedures for their use in Professional and Technological Education (PTE). It was drawn from the literature research with particular focus on works from authors such as Abreu; Masetto (1985), Anastasiou; Alves (2006), Graham (2010), Grillo; Gessinger (2008), L&#252;dke; Andr&#233; (1986), Queiroz; Cabral (2016), Trivi&#241;os (1987) and Yin (2005). Given the scope and size of the subject, the work focuses on the issues: a) how characterized is the case study to be used as a teaching strategy? b) what are the potentialities of the case study as a teaching strategy for PTE and c) how to proceed to use the case study on the PTE? The main results of the study indicate that the case study as a teaching strategy enables the participation, cooperation and networking between students and teachers, promoting the breakdown of dichotomies established by the traditional paradigm of education so present in PTE and the rapprochement between theory and practice in a interdisciplinary perspective of the situation under study. Can contribute to teaching of innovative PTE, being a good teaching strategy if properly planned and developed in class.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo hemos tratado de caracterizar el estudio de caso como estrategia de ense&#241;anza, destacando potencialidades y procedimientos para su utilizaci&#243;n en la Educaci&#243;n Profesional y Tecnol&#243;gica (EPT). Fue elaborado a partir de la investigaci&#243;n bibliografica literatura, con particular incidencia en las obras de autores como Abreu; Masetto (1985), Anastasiou; Alves (2006), Graham (2010), Grillo; Gessinger (2008), L&#252;dke; Andrew (1986), Queiroz; Cabral (2016), Trivi&#241;os (1987) y Yin (2005). Teniendo en cuenta el alcance y la dimensi&#243;n del tema, el trabajo se centra en las cuestiones: a) &#191;C&#243;mo se caracteriza el estudio de caso para ser utilizado como estrategia de ense&#241;anza? b) &#191;cu&#225;les son las potencialidades del estudio de caso como estrategia de ense&#241;anza para la EPT y c) c&#243;mo proceder para utilizar el estudio de caso sobre la EPT? Los principales resultados del estudio indican que el estudio de caso como estrategia de ense&#241;anza permite la participaci&#243;n, la cooperaci&#243;n y la creaci&#243;n de redes entre estudiantes y profesores, promoviendo la ruptura de las dicotom&#237;as establecidas por el paradigma tradicional de la educaci&#243;n tan presente en la EPT y el acercamiento entre la teor&#237;a y la pr&#225;ctica en una perspectiva interdisciplinaria de la situaci&#243;n en estudio. Puede contribuir a la ense&#241;anza de la EPT innovadora, con una buena estrategia de ense&#241;anza, si bien planificado y desarrollado en clase.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação profissional e tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de ensino]]></kwd>
<kwd lng="pt"><![CDATA[estudo de caso]]></kwd>
<kwd lng="en"><![CDATA[Professional and technological education]]></kwd>
<kwd lng="en"><![CDATA[teaching strategies]]></kwd>
<kwd lng="en"><![CDATA[case study]]></kwd>
<kwd lng="es"><![CDATA[Educación profesional y tecnológica]]></kwd>
<kwd lng="es"><![CDATA[estrategia de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[estudio de caso]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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