<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000300713</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201507128518</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A aprendizagem contextualizada: análise dos seus fundamentos e práticas pedagógicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Contextualized learning: foundations pedagogical and practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Festas]]></surname>
<given-names><![CDATA[Maria Isabel Ferraz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>3</numero>
<fpage>713</fpage>
<lpage>756</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000300713&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000300713&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000300713&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo, &#233; abordada a aprendizagem contextualizada, bem como alguns dos seus fundamentos pedag&#243;gicos e psicol&#243;gicos, nomeadamente aqueles que se reportam &#224; pedagogia cr&#237;tica e &#224; aprendizagem situada. Partindo de estudos acerca do funcionamento cognitivo humano e de resultados de investiga&#231;&#245;es emp&#237;ricas, &#233; dedicada uma especial aten&#231;&#227;o &#224; an&#225;lise de algumas das suas ideias fundamentais, como a de que os curr&#237;culos devem basear-se na experi&#234;ncia dos alunos, a de que a aprendizagem necessita partir de atividades aut&#234;nticas, e a que advoga o recurso aos m&#233;todos da descoberta. Muitos trabalhos da psicologia cognitiva, como os da teoria da carga cognitiva, n&#227;o refor&#231;am a ideia de uma aprendizagem baseada em atividades aut&#234;nticas, na medida em que esta n&#227;o promove a aquisi&#231;&#227;o e automatiza&#231;&#227;o de conhecimentos em um dom&#237;nio de especialidade nem reduz a carga cognitiva imposta pelas tarefas. Quanto aos estudos emp&#237;ricos, embora eles mostrem que uma instru&#231;&#227;o guiada traz benef&#237;cios &#224; aprendizagem, tamb&#233;m revelam que a descoberta, se acompanhada de orienta&#231;&#245;es, pode mostrar-se eficaz. Este resultado chama a aten&#231;&#227;o para a necessidade de se desenvolver investiga&#231;&#227;o que, explorando as rela&#231;&#245;es entre os dois tipos de m&#233;todos, permita um melhor conhecimento de como dosear a descoberta com instru&#231;&#245;es e, simultaneamente, abra a possibilidade de um di&#225;logo entre diferentes concep&#231;&#245;es de educa&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this article, I examine contextualized learning and its pedagogical and psychological foundations, namely those related to critical pedagogy and situated learning. Based on studies about cognitive functioning and on empirical research, I focus on the analysis of some of contextualized learning main ideas, such as student experienced based curricula, authentic learning, and discovery methods. According to cognitive theories, such as Cognitive Load Theory, authentic learning does not promote knowledge acquisition and knowledge automation. In the same manner, authentic learning does not reduce the cognitive load imposed by learning tasks. In regard to empirical research, there is evidence that guided methods of instruction are beneficial to learning. However, there is also evidence of the efficacy of enhanced or assisted discovery methods. These results highlight the need for developing further research centered on the relationship between guided and discovery instruction and, in this way, for looking for bridges between different educational theoretical approaches.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem contextualizada]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem a partir de problemas]]></kwd>
<kwd lng="pt"><![CDATA[Descoberta]]></kwd>
<kwd lng="pt"><![CDATA[Instrução explícita]]></kwd>
<kwd lng="en"><![CDATA[Contextualized learning]]></kwd>
<kwd lng="en"><![CDATA[Learning from problems]]></kwd>
<kwd lng="en"><![CDATA[Discovery]]></kwd>
<kwd lng="en"><![CDATA[Explicit instruction]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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