<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822022000100216</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2022.1.38133</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação entre teorias de aprendizagem e teorias de educação exemplificada pela tecnologia educacional da pesquisa investigativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between theories of learning and theories of education exemplified by the educational technology of investigative research]]></article-title>
<article-title xml:lang="es"><![CDATA[La relación entre teorías de aprendizaje y teorías de la educación ejemplificadas por la tecnología educativa de la investigación investigador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Marcello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[André Luís Silva da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Filho]]></surname>
<given-names><![CDATA[Olavo Leopoldino da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Polito]]></surname>
<given-names><![CDATA[Antony Marco Mota]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Cleonice de Ávila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Pampa  ]]></institution>
<addr-line><![CDATA[Caçapava do Sul RS]]></addr-line>
<country>Brasil</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>45</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822022000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822022000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822022000100216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Partimos da consideração epistemológica de que, por taxonomia e preponderância, teorias psicológicas de aprendizagem são mais basilares e mais restritas do que teorias de educação. De fato, teorias psicológicas de aprendizagem possuem natureza eminentemente descritiva &#8211; associada com a elucidação científica de como funcionam os mecanismos por detrás dos processos cognitivos envolvidos na aprendizagem &#8211;, ao passo que as teorias educacionais possuem natureza eminentemente normativa &#8211; associada com princípios norteadores e critérios de decisão a respeito de o quê se deve ensinar e metodologias a respeito de como se deve ensinar, com o propósito de alcançar dadas finalidades. A partir disso, descrevemos sucintamente as estruturas conceituais da teoria da aprendizagem significativa de David Ausubel e da teoria educacional de Mathew Lipman (formação de comunidades de investigação), articulando-as entre si à luz da classificação proposta. Em seguida, apresentamos e discutimos o modo como se poderia implementar, na prática, a articulação entre as duas teorias, por meio de uma tecnologia educacional, a saber, a pesquisa investigativa, tipificando essa relação na estratégia de aprendizagem associada ao projeto de pesquisa e ao seminário. Por fim, à guisa de fortalecer as conclusões havidas do confronto entre as premissas e a articulação conceitual propostas, ressaltamos algumas conexões explícitas entre o referencial teórico e a tecnologia educacional em evidência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We start from the epistemological consideration that, by taxonomy and preponderance, psychological theories of learning are more basic and more restricted than theories of education. In fact, psychological learning theories have an eminently descriptive nature &#8211; associated with the scientific elucidation of how the mechanisms behind the cognitive processes involved in learning work &#8211; whereas educational theories have an eminently normative nature &#8211; associated with guiding principles and criteria of decision on what to teach and methodologies on how to teach, in order to achieve certain goals. From this, we briefly describe the conceptual structures of David Ausubel's theory of meaningful learning and Mathew Lipman's educational theory (formation of research communities), articulating them with each other in the light of the proposed classification. Then, we present and discuss how the articulation between the two theories could be implemented in practice, through educational technology, namely, investigative research, typifying this relationship in the learning strategy associated with the research project and to the seminar. Finally, by way of strengthening the conclusions reached from the confrontation between the proposed premises and conceptual articulation, we highlight some explicit connections between the theoretical framework and the educational technology in evidence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Partimos de la consideración epistemológica de que, por taxonomía y preponderancia, las teorías psicológicas del aprendizaje son más básicas y más restringidas que las teorías de la educación. De hecho, las teorías del aprendizaje psicológico tienen una naturaleza eminentemente descriptiva, asociada con la explicación científica de cómo funcionan los mecanismos detrás de los procesos cognitivos involucrados en el aprendizaje, mientras que las teorías educativas tienen una naturaleza eminentemente normativa, asociada con principios y criterios rectores decisión sobre qué enseñar y metodologías sobre cómo enseñar, para lograr ciertos objetivos. A partir de esto, describimos brevemente las estructuras conceptuales de la teoría del aprendizaje significativo de David Ausubel y la teoría educativa de Mathew Lipman (formación de comunidades de investigación), articulándolas entre sí a la luz de la clasificación propuesta. Luego, presentamos y discutimos cómo la articulación entre las dos teorías podría implementarse en la práctica, a través de la tecnología educativa, es decir, la investigación de investigación, tipificando esta relación en la estrategia de aprendizaje asociada con el proyecto de investigación y al seminario Finalmente, a través del fortalecimiento de las conclusiones alcanzadas de la confrontación entre las premisas propuestas y la articulación conceptual, destacamos algunas conexiones explícitas entre el marco teórico y la tecnología educativa en evidencia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[teorias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem significativa]]></kwd>
<kwd lng="pt"><![CDATA[teorias educacionais]]></kwd>
<kwd lng="pt"><![CDATA[comunidades de investigação]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa investigativa]]></kwd>
<kwd lng="en"><![CDATA[learning theories]]></kwd>
<kwd lng="en"><![CDATA[meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[educational theories]]></kwd>
<kwd lng="en"><![CDATA[research communities]]></kwd>
<kwd lng="en"><![CDATA[investigative research]]></kwd>
<kwd lng="es"><![CDATA[teorías de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[teorías educativas]]></kwd>
<kwd lng="es"><![CDATA[comunidades de investigación]]></kwd>
<kwd lng="es"><![CDATA[investigación investigativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Enfoque globalizador e pensamento complexo: uma proposta para o currículo escolar]]></source>
<year>2002</year>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
