<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352019000200010</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2019v57n52id15762</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias ativas e tecnologias digitais: aproximações e distinções]]></article-title>
<article-title xml:lang="es"><![CDATA[Metodologías activas y tecnologías digitales: aproximaciones y distinciones]]></article-title>
<article-title xml:lang="en"><![CDATA[Active methodologies and digital technologies: approximations and distinctions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrarini]]></surname>
<given-names><![CDATA[Rosilei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saheb]]></surname>
<given-names><![CDATA[Daniele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Patricia Lupion]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>57</volume>
<numero>52</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352019000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352019000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352019000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Ao tratar a temática metodologias ativas e tecnologias digitais, objetivou-se discutir seus conceitos, além de descrever a origem e seus elementos constitutivos. O estudo centrou-se na problemática: quais seriam as aproximações e distinções entre o uso de tecnologias digitais e as metodologias ativas? O corpus da pesquisa abordou conceitos sobre metodologias ativas e tecnologias, destacando as digitais na atualidade, além das origens e características das metodologias ativas e suas possíveis relações com o uso de tecnologias digitais, ao que se construiu um quadro síntese para cada metodologia estudada. As metodologias consideradas foram: aprendizagem por projetos, aprendizagem baseada em problemas, estudo de caso, aprendizagem por pares e metodologia da sala de aula invertida. Enquanto pesquisa qualitativa, consistiu em estudo exploratório, tendo por base autores como Hernández (1998), Serra e Vieira (2006), Mazur (1997), Souza e Dourado (2015), Kensky (2012), Moran (2018) e Bergmann e Sams (2018), entre outros. Os resultados apontam para a existência de metodologias ativas nos séculos XIX e XX antes mesmo da criação das tecnologias digitais, por isso, não podem ser confundidas; o uso de tecnologias digitais não implica necessariamente a aplicação de metodologias ativas; e tecnologias digitais potencializam as metodologias, sejam ativas ou não.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Al tratar la temática metodologías activas y tecnologías digitales, se objetivó discutir sus conceptos, además de describir el origen y sus elementos constitutivos. El estudio se centró en la problemática: ¿cuáles serían las aproximaciones y distinciones entre el uso de tecnologías digitales y las metodologías activas? El corpus de la investigación abordó conceptos sobre metodologías activas y tecnologías, destacando las digitales en la actualidad, además de los orígenes y características de las metodologías activas y sus posibles relaciones con el uso de tecnologías digitales, al que se construyó un cuadro síntesis para cada metodología estudiada. Las metodologías consideradas fueron: aprendizaje por proyectos, aprendizaje basado en problemas, estudio de caso, aprendizaje por pares y metodología del aula invertida. En cuanto investigación cualitativa, consistió en un estudio exploratorio, basado en autores como Hernández (1998), Serra y Vieira (2006), Mazur (1997), Souza y Dourado (2015), Kensky (2012), Moran (2018) y Bergmann y Sams (2018), entre otros. Los resultados apuntan a la existencia de metodologías activas en los siglos XIX y XX incluso antes de la creación de las tecnologías digitales, por lo que no pueden ser confundidas; el uso de tecnologías digitales no implica necesariamente la aplicación de metodologías activas; y las tecnologías digitales potencian las metodologías, sean activas o no.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective here was to discuss the concepts of active methodologies and digital technologies, besides describing the origin and its constituent elements. The study problem focused on the problematic: what would be the approximations and distinctions between the use of digital technologies and active methodologies? The research corpus approached the concepts about active methodologies and technologies, highlighting the digital ones in the present time, besides the origins and characteristics of active methodologies and their possible relations with the use of digital technologies, to which we constructed a synthesis table for each methodology. The methodologies considered were: learning through projects, problem-based learning, case study, peer instruction and flipped classroom methodology. As a qualitative research, it is consisted as an exploratory study, based on authors such Hernández (1998), Serra and Vieira (2006), Mazur (1997), Souza and Dourado (2015), Kensky (2012), Moran (2018) and Bergmann and Sams (2018), among others. The results point to the existence of active methodologies in the 19th and 20th centuries, even before the creation of digital technologies, so they cannot be confused; the use of digital technologies does not necessarily imply the application of active methodologies; and digital technologies enhance methodologies, whether active or not.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metodologias ativas]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais na educação]]></kwd>
<kwd lng="pt"><![CDATA[Didática do ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Metodologías activas]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales en la educación]]></kwd>
<kwd lng="es"><![CDATA[Didáctica de la enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Active methodologies]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies in education]]></kwd>
<kwd lng="en"><![CDATA[Higher education didactics]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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