<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762023000100108</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2023v21e60934</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tutoria Pedagógica e Currículo: Intervenção e Possibilidades de Mentoria no Tempo dos Sujeitos]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Tutoring and Curriculum: Intervention and Possibilities of Mentoring in the Subjects&#8217; Time]]></article-title>
<article-title xml:lang="es"><![CDATA[Tutoría Pedagógica y Currículum: Intervención y Posibilidades de Tutoría en el Tiempo de las Asignaturas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALBUQUERQUE]]></surname>
<given-names><![CDATA[Maria de Jesus Ferreira César de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[Elizângela Farias de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amapá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,IFMT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762023000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762023000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762023000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é resultado da análise de orientação de uma formação de coordenadores metodológicos de desenho curricular de uma instituição de ensino do sistema S. A proposta pedagógica dessa formação partiu de um modelo remoto sincrônico com situações de aprendizagens híbridas e tutoria pedagógica on-line. O objetivo desse trabalho visou discorrer e refletir sobre a experiência de intervenção de tutoria pedagógica no tempo dos sujeitos. A metodologia empregada baseou-se na abordagem qualitativa, onde se buscou, a partir das narrativas dos sujeitos, dados estes levantados por meio de aplicação de questionários semiestruturados, coletar depoimentos, elementos que subsidiaram a estrutura e a análise desse trabalho. Os sujeitos dessa pesquisa foram profissionais da educação das modalidades da educação profissional e da educação básica. O resultado da investigação delineou na perspectiva de desenvolver uma visão sobre a importância da intervenção pedagógica no tempo de aprendizagem desses sujeitos e o desdobramento de uma mentoria pedagógica sob a perspectiva de práticas contemporâneas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is the result of the analysis of the orientation of a training of methodological coordinators of curriculum design in an educational institution of the S system. The pedagogical proposal of this training was based on a remote synchronous model with hybrid learning situations and online pedagogical tutoring. The objective of this work was to discuss and reflect about the experience of pedagogical tutoring intervention in the subjects&#8217; time. The methodology employed was based on the qualitative approach, where it was sought, from the subjects&#8217; narratives, data collected through the application of semi-structured questionnaires, to collect testimonials, elements that subsidized the structure and analysis of this work. The subjects of this research were education professionals from the modalities of professional education and basic education. The result of the research outlined the perspective of developing a vision about the importance of pedagogical intervention in the learning time of these subjects and the unfolding of a pedagogical mentoring under the perspective of contemporary practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es el resultado del análisis de la orientación de una capacitación de coordinadores metodológicos de diseño curricular de una institución educativa del sistema S. La propuesta pedagógica de esta capacitación se basó en un modelo sincrónico a distancia con situaciones híbridas de aprendizaje y tutoría pedagógica en línea. El objetivo de este trabajo es discutir y reflexionar sobre la experiencia de intervención de tutoría pedagógica en el tiempo de los sujetos. La metodología empleada se basó en el enfoque cualitativo, donde buscamos, a partir de las narraciones de los sujetos, datos levantados a través de la aplicación de cuestionarios semiestructurados, para recolectar testimonios, elementos que subsidiaran la estructura y el análisis de este trabajo. Los sujetos de esta investigación fueron profesionales de la educación de las modalidades de educación profesional y educación básica. El resultado de la investigación se perfiló en la perspectiva de desarrollar una visión sobre la importancia de la intervención pedagógica en el tiempo de aprendizaje de estos sujetos y el despliegue de una tutoría pedagógica bajo la perspectiva de las prácticas contemporáneas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tutoria]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[intervenção pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[práticas contemporâneas]]></kwd>
<kwd lng="en"><![CDATA[tutoring]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[pedagogical intervention]]></kwd>
<kwd lng="en"><![CDATA[contemporary practices]]></kwd>
<kwd lng="es"><![CDATA[tutoría]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[intervención pedagógica]]></kwd>
<kwd lng="es"><![CDATA[prácticas contemporáneas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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