<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782022000300108</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n62.21805</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SUSTENTABILIDADE SOCIOECOLÓGICA NA FORMAÇÃO CONTINUADA DO DOCENTE DE PEDAGOGIA BASEADA NA GAMIFICAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[SOCIAL-ECOLOGICAL SUSTAINABILITY IN CONTINUING EDUCATION OF PEDAGOGY TEACHERS BASED ON GAMIFICATION]]></article-title>
<article-title xml:lang="es"><![CDATA[SOSTENIBILIDAD SOCIO-ECOLÓGICA EN LA FORMACIÓN CONTINUA DEL PROFESORADO DE PEDAGOGÍA BASADA EN LA GAMIFICACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesus]]></surname>
<given-names><![CDATA[André Menezes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Valdenildo Pedro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<numero>62</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782022000300108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782022000300108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782022000300108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O tema sustentabilidade socioecológica é limitada no ensino superior, mas é fundamental aos docentes para o enfrentamento das crises ecossociais. O estudo objetivou investigar a formação continuada de docentes universitários de Pedagogia em Natal-RN, Brasil, quanto à abordagem da sustentabilidade socioecológica na sala de aula. A metodologia adotada consistiu em uma pesquisa qualitativa, aplicada, com delineamento de estudo caso, e embasada teoricamente; seguiu, também, procedimentos de análises documentais e curriculares junto ao curso de Licenciatura em Pedagogia e levantamento dos dados primários provenientes da aplicação de um questionário on-line junto aos 15 docentes do curso superior, o qual foi submetido à análise de dados e de conteúdo. As vozes de 15 docentes revelaram uma ínfima abordagem dos desafios ecossociais na prática educativa. Devido à ausência dessa abordagem no curso superior de Pedagogia por vários motivos, em síntese, o estudo possibilitou a construção de um curso de formação continuada de docentes mediante a inserção da aprendizagem baseada na gamificação, com o objetivo de apoiar a formação e a construção de um conhecimento socioecológico face às crises socioecológicas através de elementos gamificados de forma a realizar um aprendizado significativo e inovador, formando profissionais socialmente críticos frente a um aprender dinâmico na formação docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The theme of socioecological sustainability is limited in higher education, but it is essential for teachers to face ecosocial crises. The study aimed to investigate the continuing education of university professors of Pedagogy in Natal-RN, Brazil, regarding the approach of socioecological sustainability in the classroom. The methodology adopted consisted of a qualitative, applied research, with a case study design, and theoretically based; it also followed procedures of documental and curricular analysis with the Degree in Pedagogy and survey of primary data from the application of an online questionnaire with 15 professors of the higher course, which was submitted to data and content analysis. The voices of 15 teachers revealed a tiny approach to the ecosocial challenges in educational practice. Due to the absence of this approach in the higher education course of Pedagogy for several reasons, in summary, the study made it possible to build a course of continuing education for teachers through the insertion of learning based on gamification, with the objective of supporting the formation and construction of a socio-ecological knowledge in the face of socio-ecological crises through gamified elements in order to carry out a significant and innovative learning, forming socially critical professionals in the face of dynamic learning in teacher training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El tema de la sostenibilidad socio-ecológica es limitado en la enseñanza superior, pero es fundamental para los profesores para afrontar las crisis eco-sociales. El estudio tuvo como objetivo investigar la formación continua de los profesores universitarios de Pedagogía en Natal-RN, Brasil, en relación con el enfoque de la sostenibilidad socio-ecológica en el aula. La metodología adoptada consistió en una investigación cualitativa, aplicada, con diseño de estudio de caso, y fundamentada teóricamente; también se siguieron procedimientos de análisis documental y curricular con el curso de Pedagogía y levantamiento de datos primarios a partir de la aplicación de un cuestionario en línea con 15 profesores del curso superior, que fue sometido a análisis de datos y de contenido. Las voces de 15 profesores revelaron un enfoque muy reducido de los retos ecosociales en la práctica educativa. Debido a la ausencia de este enfoque en el curso de Pedagogía por diversas razones, en resumen, el estudio permitió la construcción de un curso de formación continua para profesores a través de la inserción del aprendizaje basado en la gamificación, con el objetivo de apoyar la formación y la construcción de un conocimiento socio-ecológico frente a las crisis socio-ecológicas a través de elementos gamificados para realizar un aprendizaje significativo e innovador, formando profesionales socialmente críticos frente a un aprendizaje dinámico en la formación de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[gamificação]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[sustentabilidade.]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[university education]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[sustainability.]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[pedagogia]]></kwd>
<kwd lng="es"><![CDATA[sostenibilidad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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