<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000200214</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i57.4646</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENSINAR E APRENDER EM UMA SOCIEDADE DO CONHECIMENTO: REPENSANDO ALGUNS PRINCÍPIOS DIDÁTICO-PEDAGÓGICOS PIAGETIANOS]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING AND LEARNING IN A KNOWLEDGE SOCIETY: REASSESSING SOME PIAGETIAN DIDACTIC-PEDAGOGICAL PRINCIPLES]]></article-title>
<article-title xml:lang="es"><![CDATA[ENSEÑAR Y APRENDER EN UNA SOCIEDAD DEL CONOCIMIENTO: REVALORIZANDO ALGUNOS PRINCIPIOS DIDÁCTICO-PEDAGÓGICOS PIAGETIANOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orth]]></surname>
<given-names><![CDATA[Miguel Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Claudia Escalante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000200214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000200214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000200214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo objetiva discutir alguns princípios didáticos e pedagógicos piagetianos, como: Construção, Adaptação e Equilibração e que, norteiam a ação educativa, tendo como contexto maior a sociedade do conhecimento. Justifica-se essa escolha, pois intencionamos auxiliar os educadores e os aprendizes em seus processos de ensino e de aprendizagem ativos, além de ajudá-los a entender melhor o seu método de ensino e de aprendizagem. Metodologicamente, optamos em, nos orientarmos pela revisão de literatura e no estudo de alguns documentos da área. Entre os principais resultados, apresentamos um conjunto de princípios didáticos e pedagógicos e suas categorias para ajudar os professores a se apropriarem de um método ativo de ensinar e de aprender, como o método construtivista e com o papel ativo dos aprendizes neste processo. Desse modo, foi possível discutir à temática, do uso de alguns princípios e categorias piagetianos, para se formar alunos/professores no ensino e na aprendizagem a distância, e vinculando a um referencial teórico potente a fim de explicitar os objetivos e a discussão das categorias de: interação, assimilação e acomodação, problematizando-as em uma sociedade do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this article is to discuss some of Piaget's didactic and pedagogical principles, such as Construction, Adaptation and Equilibration, which guide educational action in the greater context of the Keywords: Didactic principles; Pedagogical principles; Continuing teacher education; Knowledge society; Education knowledge society. This choice is justified because we intend to help educators and learners in their active teaching and learning processes, as well as helping them to better understand their teaching and learning methods. Methodologically, we opted for a literature review and the study of some documents in the field. Among the main results, we present a set of didactic and pedagogical principles and their categories to help teachers appropriate an active method of teaching and learning, such as the constructivist method and with the active role of learners in this process. In this way, it was possible to discuss the use of some Piagetian principles and categories to train students/teachers in distance learning, linking them to a powerful theoretical framework in order to make explicit the objectives and discussion of the categories of interaction, assimilation and accommodation, problematizing them in a knowledge society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo discutir algunos principios didácticos y pedagógicos piagetianos que orientan cualquier acción educativa que tenga como contexto la sociedad del conocimiento. La elección de este tema está justificada, en vista de la necesidad de ayudar al educador y al alumno en sus procesos activos de enseñanza y aprendizaje o incluso ayudarlos a comprender mejor su método de enseñanza y aprendizaje. Metodológicamente, adoptamos una revisión de literatura combinada con datos que emergen de nuestra vida cotidiana como educadores. Entre los principales resultados de este estudio, destacamos nuestra intención de explicar y profundizar un conjunto de principios didácticos y pedagógicos que ayuden a los docentes a apropiarse de un método constructivista de conocimiento que considere también el papel activo del aprendiz en este proceso. De esta manera, es posible discutir este tema, así como vincularlo a un marco teórico capaz de sustentar y explicar los objetivos de esta discusión, además de traer algunos ejemplos de cómo es posible utilizar estos didácticos y pedagógicos. Principios, por parte de los docentes, para que puedan planificar y desarrollar su práctica educativa teniendo como principio rector la praxis educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Princípios didáticos]]></kwd>
<kwd lng="pt"><![CDATA[Princípios pedagógicos]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Educação.]]></kwd>
<kwd lng="en"><![CDATA[Didactic principles]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical principles]]></kwd>
<kwd lng="en"><![CDATA[Continuing teacher education]]></kwd>
<kwd lng="en"><![CDATA[Knowledge society]]></kwd>
<kwd lng="en"><![CDATA[Education.]]></kwd>
<kwd lng="es"><![CDATA[Principios didácticos]]></kwd>
<kwd lng="es"><![CDATA[Principios pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[Formación continua de profesores]]></kwd>
<kwd lng="es"><![CDATA[Sociedad del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Educación.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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