<?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>S1981-81062024000100115</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17498</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Teoria das Inteligências Múltiplas e o processo de ensinoaprendizagem na educação básica: uma análise bibliográfica do período 2010-2020]]></article-title>
<article-title xml:lang="en"><![CDATA[The Multiple Intelligences Theory and teaching-learning process in the basic education: a bibliographic analysis from 2010-2020]]></article-title>
<article-title xml:lang="es"><![CDATA[La Teoría de las Inteligencias Múltiples en el proceso de enseñanzaaprendizaje en la educación básica: un análisis bibliográfico del periodo 2010-2020]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Nicolas Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanotello]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>67</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho analisa qualitativa e quantitativamente publicações constantes no Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) sobre ensino e aprendizagem a partir da Teoria das Inteligências Múltiplas, de Howard Gardner. A análise se dá por meio de inferências comparativas entre pesquisas atuais e textos-base, revisitando seus conceitos fundamentais. Mediante levantamento bibliográfico, foram identificados 66 artigos publicados entre 2010 e 2020, dos quais aproximadamente 40% relacionados com a Educação Básica, apresentando relatos de intervenções pedagógicas ou reflexões teóricas. Identificou-se a prevalência de estudos sob o panorama das tecnologias da informação e comunicação, bem como uma diferença no estado de desenvolvimento teórico-metodológico no Brasil, que ainda permanece voltado para ações pautadas tanto em interpretações simplificadas da teoria quanto, de forma pontual, em práticas de ensino-aprendizagem. Há manutenção da qualidade referencial e da polarização das publicações em universidades públicas, embora estas últimas apresentem indicadores de redução em vista da expansão do desenvolvimento acadêmico em instituições de ensino superior privadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aims to analyse qualitatively and quantitatively publications on the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) Journal Portal about teaching and learning from Howard Gardner's Theory of Multiple Intelligences. This takes place through comparative inferences with latest researches and base-texts revisiting its basic concepts. Through a bibliographic survey, 66 articles published between 2010 and 2020 were identified, approximately 40% related to Basic Education, presenting reports of pedagogical interventions or theorical reflections. A prevalence of studies about Information and Communication Technologies panorama was identified, as well as a difference in the condition of theoretical-methodological development in Brazil, which still remains focused on actions guided in simplified interpretations of theory as, punctually, in practices of teaching-learning. There is permanency of the referential quality and the polarization of publications in public universities, this ones, however, showing indicators of reduction in view of the increase on academic development in private colleges.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo analiza cualitativa y cuantitativamente las publicaciones del Portal de Periódicos de laCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) sobre la enseñanza y el aprendizaje desde la Teoría de las Inteligencias Múltiples, de Howard Gardner. El análisis ocurre a través de inferencias comparativas entre investigaciones actuales y textos base, repasando sus conceptos fundamentales. Mediante búsqueda bibliográfica se identificaron 66 artículos publicados entre 2010 y 2020, de los cuales cerca del 40% relacionados con la Educación Básica, presentando informes de intervenciones pedagógicas o reflexiones teóricas. Se identificó el predominio de los estudios bajo el panorama de las tecnologías de la información y comunicación, así como una diferencia en el estado de desarrollo teórico-metodológico en Brasil, que aún permanece enfocado en acciones orientadas tanto para interpretaciones simplificadas de la teoría como, puntualmente, en prácticas de enseñanza-aprendizaje. Hay mantenimiento de la calidad referencial y la polarización de las publicaciones en universidades públicas, aunque estas últimas muestren indicadores de reducción ante la expansión del desarrollo académico en las instituciones de educación superior privadas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria das Inteligências Múltiplas]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Análise bibliográfica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-aprendizagemHistória]]></kwd>
<kwd lng="en"><![CDATA[Multiple Intelligences Theory]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Bibliographic Analysis]]></kwd>
<kwd lng="en"><![CDATA[TeachingLearning Process]]></kwd>
<kwd lng="es"><![CDATA[Teoría de las Inteligencias Múltiples]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Análisis Bibliográfico]]></kwd>
<kwd lng="es"><![CDATA[Proceso de Enseñanza-aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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