<?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>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242023000100127</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v9i00.8668162</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem significativa: estudo acerca das concepções e práticas dos professores no Ensino Superior]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje significativo: estudio acerca de las concepciones y prácticas de los profesores en la Enseñanza Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Meaningful learning: teachers&#8217; conceptions and practices in Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lacerda]]></surname>
<given-names><![CDATA[Cecília Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerreiro]]></surname>
<given-names><![CDATA[Marlene Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>9</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242023000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242023000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242023000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho é resultado de uma pesquisa que teve como objetivo analisar as concepções e práticas dos professores sobre a aprendizagem significativa no ensino superior e sua mobilização para este propósito. Buscou-se também, identificar as conceções e práticas dos professores sobre aprendizagem significativa; verificar as estratégias utilizadas pelos docentes para mobilizar a aprendizagem significativa; e diagnosticar as dificuldades e deliberações dos docentes nesse processo. A investigação consistiu em uma abordagem qualitativa, tendo, como procedimentos metodológicos, estudo bibliográfico e realização de entrevistas semiestruturadas com professores da educação superior. O contexto do estudo foi um Centro Universitário situado no Sertão Central do Ceará, com professores do curso de psicologia. O método de análise foi análise de contéudo que se desenvolveu por meio da percepção docente acerca do uso das metodologias ativas na educação superior, bem como apontando as dificuldades e desafios ao trabalhar estratégias que valorizam e estimulam a relação entre teoria e prática. Os resultados da investigação indicaram que as concepções e práticas dos docentes sobre a aprendizagem significativa, refere-se ao conceito atribuída por Ausubel (1982) em relação à compreensão sobre a aprendizagem significativa, em que reconhecem a importância da interação dos conhecimentos prévios com os conhecimentos reelaborados no cotidiano da sala de aula. O aprendizado é considerado significativo quando expressa uma prática refletida, capaz de modificar a percepção do estudante em relação aos saberes sistematizados e reconstruídos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo es resultado de una investigación que tuvo como objetivo analizar las concepciones y prácticas de profesores acerca del aprendizaje significativo en la Enseñanza Superior y su movilización hacia esa finalidad. También se ha buscado identificar las concepciones y prácticas de los profesores acerca del aprendizaje significativo; verificar las estrategias utilizadas por los docentes para movilizar el aprendizaje significativo; y diagnosticar las dificultades y deliberaciones de los docentes en ese proceso. La investigación consistió en un abordaje cualitativo, teniendo, como procedimientos metodológicos, el estudio bibliográfico y la realización de entrevistas semiestructuradas con profesores de la educación superior. El contexto del estudio ha sido un Centro Universitario ubicado en la zona rural central de Ceará, con profesores del curso de psicología. El método de análisis fue el análisis de contenido que se desarrolló por medio de la percepción docente acerca del uso de las metodologías activas en la educación superior, así como apuntando las dificultades y el desafío de trabajar con estrategias que valoran y estimulan la relación entre teoría y práctica. Los resultados de la investigación apuntan que las concepciones y prácticas de los docentes acerca del aprendizaje significativo se refiere al concepto atribuido por Ausubel (1982), en relación con la comprensión sobre el aprendizaje significativo, en lo que se reconoce la importancia de la interacción de los conocimientos previos con los conocimientos que son reelaborados en el cotidiano del aula de clase. El aprendizaje es considerado significativo cuando expresa una práctica reflejada, capaz de cambiar la percepción del estudiante en relación con los saberes sistematizados y reconstruidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper is the result of a research that aimed to analyze the conceptions and practices of teachers about significant learning in higher education and their mobilization for this purpose. It also sought to identify teachers' conceptions and practices on significant learning; to verify the strategies used by teachers to mobilize significant learning; and to diagnose teachers' difficulties and deliberations in this process. The research consisted of a qualitative approach, with, as methodological procedures, bibliographic study and semi-structured interviews with higher education teachers. The context of the study was a University Center located in the Central Sertão of Ceará, with professors of the psychology course. The analysis method used was content analysis and was developed through the teachers' perception about the use of active methodologies in higher education, as well as pointing out the difficulties and challenges when working on strategies that value and stimulate the relationship between theory and practice. The research results indicated that the teachers' conceptions ans practices on significant learning refers to the concept attributed by Ausubel (1982) regarding the understanding of significant learning, in which they recognize the importance of the interaction of prior knowledge with the knowledge re-elaborated in the daily life of the classroom. The learning is considered significant when it expresses a reflected practice, capable of modifying the student's perception in relation to the systematized and reconstructed knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem significativa]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje significativa]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Proceso de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[Learning process]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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