<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2010000100012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Atividade orientadora de ensino: unidade entre ensino e aprendizagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Manoel Oriosvaldo de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Elaine Sampaio]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moretti]]></surname>
<given-names><![CDATA[Vanessa Dias]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Panossian]]></surname>
<given-names><![CDATA[Maria Lúcia]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Flávia Dias]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A12">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto ]]></addr-line>
</aff>
<aff id="A12">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A12">
<institution><![CDATA[,FACINTER  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>10</volume>
<numero>29</numero>
<fpage>205</fpage>
<lpage>229</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2010000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2010000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2010000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo discute como o conceito de Atividade, compreendido como unidade de análise do desenvolvimento humano, pode fundamentar o trabalho do professor na organização do ensino, de acordo com os pressupostos teórico-metodológicos da psicologia histórico-cultural. Para isso, aborda os processos de apropriação da cultura humana e o papel do trabalho coletivo na constituição dos sujeitos, destacando a atividade de ensino como um modo de realização da educação escolar. Nesse sentido, o texto apresenta e discute as potencialidades do conceito de Atividade Orientadora de Ensino (AOE) que, ao ser planejada e desenvolvida a partir dos elementos da Atividade - necessidade, motivos, objetivos, ações e operações, possibilita o desenvolvimento do psiquismo dos sujeitos que a realizam. A qualidade de mediação da Atividade Orientadora de Ensino se evidencia ao possibilitar que o sujeito singular se aproprie da experiência humana genérica na direção do pensamento teórico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses how the concept of activity, understood as the unit of analysis of human development, can support the teacher’s work in the organization of teaching, according to the theoretical and methodological assumptions of cultural-historical psychology. For this purpose, it discusses the appropriation processes of human culture and the role of the collective work in the subject constitution, highlighting the teaching activity as an achievement way of school education. In this sense, the text presents and discusses the potential of the concept of Teaching Guiding Activity which, as it is planned and developed from elements of Activity - need, motive, objectives, actions and operations, enables the development of subjects’ psychism in activity. The quality of mediation in the Teaching Guiding Activity is evidence when it allows the singular subject to take possession of the generic human experience toward theoretical thinking.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Atividade]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento Teórico]]></kwd>
<kwd lng="pt"><![CDATA[Atividade Orientadora de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory]]></kwd>
<kwd lng="en"><![CDATA[Activity]]></kwd>
<kwd lng="en"><![CDATA[Theoretical Thinking]]></kwd>
<kwd lng="en"><![CDATA[Teaching Guiding Activity]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Atividade orientadora de ensino:  unidade entre ensino e aprendizagem.</h2> <h3>Teaching guiding activity: unity between teaching and learning.</h3>     <p>&nbsp;</p> <h4>Manoel Oriosvaldo de Moura,  Elaine Sampaio Ara&uacute;jo, Vanessa Dias Moretti, Maria L&uacute;cia Panossian, Fl&aacute;via  Dias Ribeiro    <br> </h4> </font>      ]]></body>
</article>
