<?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>S0102-46982024000100270</article-id>
<article-id pub-id-type="doi">10.1590/0102-469839442</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[METODOLOGIAS ATIVAS: EM BUSCA DE UMA CARACTERIZAÇÃO E DEFINIÇÃO]]></article-title>
<article-title xml:lang="es"><![CDATA[METODOLOGÍAS ACTIVAS: EN BUSCA DE UNA CARACTERIZACIÓN Y DEFINICIÓN]]></article-title>
<article-title xml:lang="en"><![CDATA[ACTIVE METHODOLOGIES: IN SEARCH OF A CHARACTERIZATION AND DEFINITION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CUNHA]]></surname>
<given-names><![CDATA[MARCIA BORIN DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OMACHI]]></surname>
<given-names><![CDATA[NATHALIE AKIE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RITTER]]></surname>
<given-names><![CDATA[OLGA MARIA SCHIMIDT]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NASCIMENTO]]></surname>
<given-names><![CDATA[JÉSSICA ENGEL DO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARQUES]]></surname>
<given-names><![CDATA[GLESSYAN DE QUADROS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[FERNANDA OLIVEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Cascavel PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Toledo PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universide Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Realeza PR]]></addr-line>
<country>Brazil</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>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982024000100270&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982024000100270&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982024000100270&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: As Metodologias Ativas (MAs) são um conjunto de alternativas pedagógicas que visam facilitar a aprendizagem dos estudantes e/ou proporcionar uma educação crítica e problematizadora da realidade a partir do redirecionamento do estudante para o centro do processo de construção do conhecimento. Realizamos uma pesquisa bibliográfica em artigos científicos sobre o tema &#8220;Metodologias Ativas&#8221;, selecionados no Portal de periódicos da CAPES. O intuito deste estudo é apresentar uma caracterização geral das MAs identificadas na literatura, considerando uma análise sobre as definições de MAs utilizadas pelos autores, a identificação dos principais referenciais teóricos e epistemológicos empregados para fundamentar essas metodologias, e uma análise das diferentes metodologias consideradas na literatura como MAs. Nesse contexto, chegamos a uma definição de metodologias ativas, que faz parte deste artigo. Nossos resultados apontam que houve um crescimento nas pesquisas sobre MAs nos últimos anos, prevalecendo pesquisas na área da Saúde, e que alguns artigos estão fundamentados nas ideias de teóricos consolidados como Freire, Dewey, Piaget e Ausubel. Identificamos uma diversidade de metodologias ativas diferentes dentre as 24 metodologias consideradas como ativas pelos autores presentes na nossa amostra. De modo geral, as metodologias ativas apresentam como características em comum a ideia/definição de protagonismo do estudante e a educação numa perspectiva crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Las Metodologías Activas (MA) son un conjunto de alternativas pedagógicas que pretenden facilitar el aprendizaje del alumno y/o proporcionar una educación crítica y problematizadora de la realidad a partir de la reconducción del alumno al centro del proceso de construcción del conocimiento. A partir de eso, hemos realizado una investigación bibliográfica en artículos científicos sobre el tema &#8220;Metodologías Activas&#8221;, que fueron seleccionados del portal de publicaciones de la Coordinación de Perfeccionamiento de Personal de Nivel Superior (CAPES). El objetivo de este estudio es presentar una caracterización general de las MA identificadas en la literatura, considerando un análisis de las definiciones de las MA utilizadas por los autores, la identificación de las principales referencias teóricas y epistemológicas utilizadas para fundamentar estas metodologías y un análisis de las diferentes metodologías consideradas en la literatura como MA. En este contexto, hemos llegado a una definición de metodologías activas, la cual aparece en este artículo. Nuestros resultados indican que en los últimos años la investigación sobre las MA ha aumentado, prevaleciendo la investigación en el área de la Salud y que algunos de los artículos seleccionados consideran teóricos consolidados para apoyar su trabajo, como: Freire, Dewey, Piaget y Ausubel. Identificamos una diversidad de metodologías activas diferentes entre un total de 24 metodologías consideradas como activas por los autores presentes en nuestra muestra. En general, las metodologías activas presentan como característica común la idea/definición del protagonismo del alumno y la educación desde una perspectiva crítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Active Methodologies (AMs) are a set of pedagogical alternatives aimed at facilitating student learning and/or providing a critical and problematizing education of reality by shifting the student to the center of the knowledge construction process. We conducted a bibliographic research on scientific articles about the topic "Active Methodologies," selected from the CAPES periodicals portal. The purpose of this study is to present a general characterization of the AMs identified in the literature, considering an analysis of the definitions of AMs used by the authors, the identification of the main theoretical and epistemological frameworks employed to support these methodologies, and an analysis of the different methodologies considered in the literature as AMs. In this context, we came to a definition of active methodologies, which is part of this article. Our results indicate that there has been an increase in research on AMs in recent years, with a prevalence of research in the Health area, and that some articles are based on the ideas of established theorists such as Freire, Dewey, Piaget, and Ausubel. We identified a diversity of different active methodologies among the 24 methodologies considered active by the authors present in our sample. In general, active methodologies share the common characteristics of student protagonism and education from a critical perspective.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pesquisa bibliográfica]]></kwd>
<kwd lng="pt"><![CDATA[definição de metodologia ativa]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem ativa]]></kwd>
<kwd lng="es"><![CDATA[investigación bibliográfica]]></kwd>
<kwd lng="es"><![CDATA[definición de metodología activa]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo.]]></kwd>
<kwd lng="en"><![CDATA[bibliographic research]]></kwd>
<kwd lng="en"><![CDATA[definition of active methodology]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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