<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100228</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s14389</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Projeto marcas: uma abordagem pedagógica sob a perspectiva da metodologia da problematização]]></article-title>
<article-title xml:lang="en"><![CDATA[Marks project: a pedagogical approach from a problematization methodology perspective]]></article-title>
<article-title xml:lang="es"><![CDATA[Proyecto marcas: un abordajepedagógico bajo la perspectiva de la metodología de la problematización]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vicari]]></surname>
<given-names><![CDATA[Pâmela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Silvana Neumann]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guarienti]]></surname>
<given-names><![CDATA[Dayene Borges]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Vale do Taquari  ]]></institution>
<addr-line><![CDATA[Lajeado Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Vale do Taquari  ]]></institution>
<addr-line><![CDATA[Lajeado Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Vale do Taquari  ]]></institution>
<addr-line><![CDATA[Lajeado Rio Grande do Sul]]></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>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100228&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apresentamos neste texto as análises e reflexões que emergiram a partir do desenvolvimento do Projeto Marcas devido à sua aproximação com a utilização de metodologias ativas e, principalmente, da metodologia da problematização. Essas metodologias de ensino consistem em desenvolver no estudante o protagonismo durante o processo de aprendizagem, o que pode contribuir para o desenvolvimento de características fundamentais para a formação do sujeito, como autonomia, por exemplo. O Projeto Marcas tem como base a questão &#8220;Que marcas vou deixar quando sair da escola?&#8221;, que motivou os estudantes a realizarem ações diferenciadas dentro do ambiente escolar. Como instrumentos de coleta de dados foram utilizados relatórios produzidos pelos alunos e uma entrevista semiestruturada com a professora que idealizou e executou o projeto na escola. A análise dos dados está embasada em aproximações com os pressupostos teóricos da análise textual discursiva. Nesta pesquisa está sendo possível observar a importância da utilização da metodologia da problematização, pois verificou-se o desenvolvimento da autonomia e da aprendizagem significativa nos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We present in this text the analyzis and reflections that emerged from the development of the Marks Project due to its approximation with the use of active methodologies and, mainly, the problematization methodology. These teaching methodologies consist in developing the protagonism in the student during the learning process, which can contribute to the development of fundamental characteristics for the subject's formation, such as autonomy, for example. The Marks Project is based on the question &#8220;what mark do I want to leave when I leave school?&#8221;,which motivated students to take different actions within the school environment. Reports produced by the students and a semi-structured interview with the teacher who designed and executed the project at school were used as data collection instruments . Data analysis is based on approximations with the theoretical assumptions of Discursive Textual Analysis. In this research, it is being possible to observe the importance of using the problematization methodology, since it was verified the development of autonomy and meaningful learning in the students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Presentamos en este texto los análisis y reflexiones que surgieron desde el desarrollo del Proyecto Marcas por su proximidad al uso de metodologías activas y, especialmente, a la metodología de problematización. Esas metodologías de enseñanza consisten en desarrollar el protagonismo del alumno durante el proceso de aprendizaje, lo que puede contribuir al desarrollo de características fundamentales para la formación del sujeto, como la autonomía, por ejemplo. El Proyecto Marcas se basa en la pregunta &#8220;¿Qué marcas dejaré al salir de la escuela?&#8221;, que motivó a los alumnos a tomar diferentes medidas dentro del ambiente escolar. Como herramientas de recolección de datos han sido utilizados informes producidos por los estudiantes y una entrevista semiestructurada con la profesora que diseñó y ejecutó el proyecto en la escuela. El análisis de datos se basa en aproximaciones con los presupuestos teóricos del análisis textual del discurso. En esta investigación se puede observar la importancia del uso de la metodología de problematización, ya que se verificó el desarrollo de la autonomía y del aprendizaje significativo en los alumnos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metodologia da Problematização]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia Ativa]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[Problematization Methodology]]></kwd>
<kwd lng="en"><![CDATA[Active Methodology]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="es"><![CDATA[Metodología de Problematización]]></kwd>
<kwd lng="es"><![CDATA[Metodologías Activas]]></kwd>
<kwd lng="es"><![CDATA[Enseñaza primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ANASTASIOU]]></surname>
<given-names><![CDATA[L. das G. C]]></given-names>
</name>
<name>
<surname><![CDATA[ALVES]]></surname>
<given-names><![CDATA[L. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estratégias de ensinagem]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[ANASTASIOU]]></surname>
<given-names><![CDATA[L. das G. C]]></given-names>
</name>
<name>
<surname><![CDATA[ALVES]]></surname>
<given-names><![CDATA[L. P]]></given-names>
</name>
</person-group>
<source><![CDATA[Processos de ensinagem na universidade &#8211; pressupostos para as estratégias de trabalho em aula]]></source>
<year>2009</year>
<edition>5. ed</edition>
<publisher-loc><![CDATA[Joinville ]]></publisher-loc>
<publisher-name><![CDATA[Univille]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERBEL]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[As metodologias ativas e a promoção da autonomia dos estudantes]]></article-title>
<source><![CDATA[Semina: Ciências Sociais e Humanas]]></source>
<year>2011</year>
<volume>32</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-40</page-range><publisher-loc><![CDATA[Londrina ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERBEL]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[GAMBOA]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A metodologia da problematização com o Arco de Maguerez: uma perspectiva teórica e epistemológica]]></article-title>
<source><![CDATA[Filosofia e Educação]]></source>
<year>2011</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>264-87</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<collab>BRASIL. Ministério da Educação</collab>
<source><![CDATA[Base Nacional Comum Curricular]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[MEC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DIESEL]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[BALDEZ]]></surname>
<given-names><![CDATA[A. L. S]]></given-names>
</name>
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[S. N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Os princípios das metodologias ativas de ensino: uma abordagem teórica]]></article-title>
<source><![CDATA[Revista Thema]]></source>
<year>2017</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>268-88</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FÁVERO]]></surname>
<given-names><![CDATA[A. A]]></given-names>
</name>
<name>
<surname><![CDATA[TONIETO]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[ROMAN]]></surname>
<given-names><![CDATA[M. F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A formação de professores reflexivos: a docência como objeto de investigação]]></article-title>
<source><![CDATA[Rev. Educação]]></source>
<year>2013</year>
<volume>38</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>277-88</page-range><publisher-loc><![CDATA[Santa Maria ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORAES]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[GALIAZZI]]></surname>
<given-names><![CDATA[M.C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análise textual discursiva: processo reconstrutivo de múltiplas faces]]></article-title>
<source><![CDATA[Ciência &amp; Educação]]></source>
<year>2006</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>117-28</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORAN]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metodologias ativas para uma aprendizagem mais profunda]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BACICH]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[MORAN]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodologias ativas para uma educação inovadora: uma abordagem teórico prática]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Penso]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOTA]]></surname>
<given-names><![CDATA[A. R]]></given-names>
</name>
<name>
<surname><![CDATA[ROSA]]></surname>
<given-names><![CDATA[C. T. W. da]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ensaio sobre metodologias ativas: reflexões e propostas]]></article-title>
<source><![CDATA[Revista Espaço Pedagógico]]></source>
<year>2018</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>261-76</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
