<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100210</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698210405</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TEORIAS DA APRENDIZAGEM EM PUBLICAÇÕES NA ÁREA DE EDUCAÇÃO EM ENGENHARIA: UM MAPEAMENTO COM FOCO NA DISCIPLINA DE CÁLCULO I]]></article-title>
<article-title xml:lang="en"><![CDATA[LEARNING THEORIES IN PUBLICATIONS IN THE ENGINEERING EDUCATION AREA: MAPPING FOCUSED IN THE CALCULUS I SUBJECT]]></article-title>
<article-title xml:lang="es"><![CDATA[TEORÍAS DEL APRENDIZAJE EN PUBLICACIONES EN EL ÁREA DE EDUCACIÓN DE INGENIERÍA: UN MAPEO CON UN ENFOQUE EN LA DISCIPLINA DE CÁLCULO I]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ZARPELON]]></surname>
<given-names><![CDATA[EDINÉIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RESENDE]]></surname>
<given-names><![CDATA[LUIS MAURICIO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O objetivo principal desta pesquisa foi identificar quais teorias da aprendizagem fundamentam a ação docente e são referenciadas em trabalhos voltados para a disciplina de Cálculo I. Para tanto, foi realizado um levantamento a partir da produção acadêmica brasileira divulgada no Congresso Brasileiro de Educação em Engenharia no período 2010-2017. Sendo assim, por meio de uma pesquisa bibliográfica de caráter qualitativo, 23 trabalhos foram eleitos para constituir o portfólio final desta investigação. Assim, foi possível observar que a maioria dos estudos são de natureza empírica (n=15), com abordagem exclusivamente cognitivista (n=17), e que Vygotsky foi o teórico mais citado (n=12), seguido por Piaget (n=9) e Ausubel (n=5). Além disso, notou-se um equilíbrio em relação à utilização das obras relacionadas nas referências bibliográficas, especialmente em três produções: Pedagogia da Autonomia (FREIRE, 1996), Pensamento e Linguagem (VYGOTSKY, 1989) e A formação social da mente: o desenvolvimento dos processos psicológicos superiores (VYGOTSKY, 1998). Por fim, os resultados sugerem a predominância de trabalhos sem embasamento teórico adequado (n=13) ou embasados parcialmente (n=6), segundo os critérios estabelecidos nesta investigação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The main aim of this paper was to identify which learning theories base the teaching acts and are also referred to the Calculus I subject. Therefore, a lift was made about the Brazilian academic production released in the Brazilian Congress of Engineering Education during 2010-2017. Thus, through a qualitative bibliographic research, 23 papers were selected to constitute this final investigation portfolio. Most results, was possible to notice, are of empirical nature (n=15), with exclusively cognitivist approach (n=17), in which Vygotsky was the most mentioned theorist (n=12), followed by Piaget (n=9) and Ausubel (n=5). Furthermore, there was a balance in the use of the works related to the bibliographic references specially in three productions: Pedagogy of Autonomy (FREIRE, 1996) Thought and Language (VYGOTSKY, 1989) and Mind in Society: The Development of Higher Psychological Processes (VYGOTSKY, 1998). Finally, the results suggest the predominance of papers without proper theoretical basis (n=13) or partially based (n=6), according to the criteria established in this research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: El objetivo principal de esta investigación fue identificar qué teorías del aprendizaje fundamentan la acción docente y son referenciadas en trabajos orientados a la disciplina de Cálculo I. Com este fin, fue realizado un estudio a partir de la producción académica brasileña divulgada en el Congreso Brasileño de Educación en Ingeniería en el período 2010-2017. Así, por medio de una encuesta bibliográfica de carácter cualitativo, 23 trabajos fueron elegidos para constituir el portafolio final de esta investigación. Pues, se ha observado que la mayoría de los estudios son de naturaleza empírica (n=15), con enfoque exclusivamente cognitivista (n=17), y que Vygotsky fue el teórico más citado (n=12), seguido de Piaget (n=9) y Ausubel (n=5). Además, se notó un equilibrio en relación con la utilización de las obras relacionadas en las referencias bibliográficas, especialmente en tres producciones: Pedagogía de la Autonomía (FREIRE, 1996), Pensamiento y Lenguaje (VYGOTSKY, 1989) y La formación social de la mente: el desarrollo de los procesos psicológicos superiores (VYGOTSKY, 1998). Por último, los resultados sugieren la predominancia de trabajos sin base teórica adecuada (n=13) o basados parcialmente (n=6), según los criterios establecidos en esta investigación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teorias da Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Cálculo I]]></kwd>
<kwd lng="pt"><![CDATA[Mapeamento]]></kwd>
<kwd lng="en"><![CDATA[Learning Theories]]></kwd>
<kwd lng="en"><![CDATA[Calculus I Subject]]></kwd>
<kwd lng="en"><![CDATA[Mapping]]></kwd>
<kwd lng="es"><![CDATA[Teorías del Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Cálculo I]]></kwd>
<kwd lng="es"><![CDATA[Mapeo]]></kwd>
</kwd-group>
</article-meta>
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