<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432021000200187</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2021.v30.n62.p187-203</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[UMA ESTRATÉGIA DE ENSINO EMANCIPATÓRIO FUNDADA NA TEORIA DAS REPRESENTAÇÕES SOCIAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[AN EMANCIPATORY EDUCATION STRATEGY BASED ON THE THEORY OF SOCIAL REPRESENTATIONS]]></article-title>
<article-title xml:lang="es"><![CDATA[UNA ESTRATEGIA DE ENSEÑANZA EMANCIPATORIA FUNDADA EN LA TEORÍA DE LAS REPRESENTACIONES SOCIALES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passador]]></surname>
<given-names><![CDATA[Giseli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Novaes]]></surname>
<given-names><![CDATA[Adelina de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade Progresso  ]]></institution>
<addr-line><![CDATA[Guarulhos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Cidade de São Paulo Programa de Pós-graduação em Educação e do Mestrado Profissional Formação de Gestores Educacionais ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>62</numero>
<fpage>187</fpage>
<lpage>203</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432021000200187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432021000200187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432021000200187&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A relação dialógica entre docentes e estudantes motivou o desenvolvimento do estudo que possuiu duplo objetivo: buscou associar a investigação do significado atribuído por educandos a um componente curricular ao de criar uma estratégia pedagógica fundada na teoria das representações sociais. Durante o segundo semestre de 2016, a referida estratégia foi sendo desenvolvida e investigada junto a estudantes de um curso de ciências contábeis, matriculados na disciplina de direito e legislação tributária, do 5º período, turno noturno, de uma universidade na região de Guarulhos, São Paulo, amparando-se em procedimentos de pesquisa científica e intervenções pedagógicas. A escolha do curso foi norteada pela hipótese de que a significação de uma disciplina fronteiriça àquela que os educandos optaram para sua vida profissional poderia contribuir para a compreensão de mecanismos de aprimoramento de seu estudo. A identificação de eixos de significação no início do curso permitiu a exploração, junto com os estudantes, de métodos amparados pelos princípios da pedagogia freireana e da avaliação emancipatória, sendo dada a oportunidade de participarem como sujeitos ativos, de negociarem representações sociais. Os resultados obtidos evidenciaram a mudança de representações estereotipadas, sobretudo no que concerne ao valor associado ao componente curricular objeto do estudo, e podem servir de suporte para que outros profissionais da educação busquem uma aproximação de educandos com conhecimentos reificados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The dialogical relationship between teachers and students motivated the development of the study that had double aim: to associate the investigation of the meaning attributed by students to a curricular component and create a pedagogical strategy based on the theory of social representations. During the second semester of 2016, the referred strategy was being developed and investigated with students of a degree of accounting sciences, enrolled in the subject of law and tax legislation, 5th period, night shift, of a university in the region of Guarulhos, São Paulo, supported by procedures of scientific research and pedagogical interventions. The choice of the bachelor&#8217;s degree was guided by the hypothesis that the significance of a border discipline to that which the students chose for their professional lives could contribute to the understanding of mechanisms to improve their studies. The identification of axes of signification at the beginning of the course allowed the exploration, together with the students, of methods supported by the principles of Freirean pedagogy and of emancipatory evaluation, being given the opportunity to participate as active subjects, and to negotiate social representations. The results obtained evidenced the change of stereotyped representations, especially with regard to the value associated with the curricular component of the study, and can support other professionals in the education to look for an approximation of students with reified knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La relación dialógica entre docentes y estudiantes motivó el desarrollo del estudio que poseyó doble objetivo: buscó asociar la investigación del significado atribuido por educandos a un componente curricular al de crear una estrategia pedagógica fundamentada en la teoría de las representaciones sociales. Durante el segundo semestre de 2016, la mencionada estrategia se estaba desarrollando e investigando con estudiantes de un curso de ciencias contables, matriculados en la asignatura de derecho y legislación tributaria, 5º periodo, turno de noche, de una universidad de la región de Guarulhos, São Paulo, a partir de procedimientos de investigación científica e intervenciones pedagógicas. La elección del curso estuvo guiada por la hipótesis de que la significación de una disciplina fronteriza a la que los estudiantes eligieron para su vida profesional podría contribuir a la comprensión de los mecanismos para mejorar su estudio. La identificación de ejes de significación al inicio del curso permitió la exploración con los estudiantes de métodos amparados por los principios de la pedagogía freireana y de la evaluación emancipadora, siendo dada la oportunidad para que participasen como sujetos activos, para negociar representaciones sociales. Los resultados obtenidos mostraron el cambio de representaciones estereotipadas, sobre todo en lo que se refiere al valor asociado al componente curricular objeto del estudio, y pueden servir de soporte para que otros profesionales de la educación busquen una aproximación de educandos con conocimientos reificados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[avaliação emancipatória]]></kwd>
<kwd lng="pt"><![CDATA[dialogicidade]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[social representations]]></kwd>
<kwd lng="en"><![CDATA[empowerment evaluation]]></kwd>
<kwd lng="en"><![CDATA[dialogicity]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[evaluación emancipadora]]></kwd>
<kwd lng="es"><![CDATA[dialogicidad]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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