<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762019000401855</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i4p1855-1884</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O OLHAR DO PROFESSOR UNIVERSITÁRIO SOBRE A AUTONOMIA DO ALUNO EM AMBIENTES DE TECNOLOGIAS DE APRENDIZAGEM]]></article-title>
<article-title xml:lang="en"><![CDATA[THE LOOK OF THE UNIVERSITY TEACHER ON STUDENT AUTONOMY IN LEARNINGTÍTULO TECHNOLOGY ENVIROMENTS]]></article-title>
<article-title xml:lang="es"><![CDATA[LA MIRADA DEL PROFESORUNIVERSITARIO SOBRE LA AUTONOMÍA DEL ALUMNO EM AMBINETES DE TECNOLÍGIAS DE APRENDIJAZE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CRUZ]]></surname>
<given-names><![CDATA[Wladia Bessa da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NASCIMENTO]]></surname>
<given-names><![CDATA[Márcio Luis Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VIANA]]></surname>
<given-names><![CDATA[Maria Aparecida Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia Escola Politécnica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Alagoas Centro de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<fpage>1855</fpage>
<lpage>1884</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000401855&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000401855&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000401855&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho consiste numa investigação sobre o olhar dos professores do ensino superior de duas instituições públicas na cidade de Maceió em relação à autonomia do aluno. Objetiva investigar como o professor universitário percebe a autonomia do aluno no processo de aprendizagem, visando ao uso de novas metodologias, das tecnologias da informação e comunicação (TIC) e da integração com todos os participantes do curso. A verificação da existência dessa autonomia do aluno é um processo complexo, pois envolve vários elementos pessoais como: iniciativa, organização, motivação, interação com as partes envolvidas; e externos como: estrutura organizacional, currículo, metodologia utilizada, relação pedagógica, bem como o formato do sistema educacional. A metodologia adotada fundamenta-se na pesquisa qualitativa com abordagem descritiva. A partir da análise dos dados na perspectiva do professor, foram sugeridas mudanças no currículo, em novas metodologias como aprendizagem baseada em problemas, o uso do ensino híbrido e da sala de aula invertida. Eles também citaram que as tecnologias podem ser usadas para ajudar nesse processo de aprendizagem, desde que os alunos tenham maturidade, responsabilidade e disciplina para usá-las, pois as mesmas podem também dispersá-los. Existe a necessidade de um aprofundamento do tema, pois pode-se entender que, embora tenhamos níveis de autonomia, não nos é possível sermos totalmente autônomos nesse processo de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This work consists of an investigation about the perception of higher education professors from two public institutions in the city of Maceió, in relation to the student&#8217;s autonomy. It focuses to investigate how the university professor perceives the student&#8217;s autonomy during the learning process, aiming to use new methodologies, information and communication technologies (ICT), and integration with all participants. The verification of student&#8217;s autonomy existence is a complex process. It involves several personal elements, such as: initiative, organization, motivation, interaction with involved parties; and external elements: organizational structure, curriculum, methodology used, pedagogical relation, as well as the format of the educational system. The methodology used is based on the qualitative research with a descriptive approach. From the data analysis of the professor's perspective, changes to the curriculum were suggested, and new methodologies such as problem-based learning, the use of hybrid teaching, and inverted classroom were proven to be the most efficient. It was also mentioned that technology could also be used to help in the learning process, as long as the students have the maturity, responsibility, and discipline necessary to use it, as it could also disperse them. There is a need of deeper research into the topic, because it is possible to conclude that, although students have levels of autonomy, they cannot be totally autonomous in the learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo consiste en una investigación sobre la percepción de profesores de la enseñanza superior de dos instituciones públicas en la ciudad de Maceió con respecto a la autonomía del alumno. Tiene por objetivo investigar como el profesor universitario percibe la autonomía del discente en el proceso de aprendizaje, teniendo como propósito el uso de nuevas metodologías, de las tecnologías de la información y comunicación (TIC) y de la integración entre todos los participantes. La verificación de la existencia de dicha autonomía del alumno es un proceso complejo, pues involucra varios elementos personales, tales como: iniciativa, organización, motivación, interacción, con las partes implicadas; y externos tales como: estructura de organización, currículo, metodología utilizada, relación pedagógica, así como el formato del sistema educativo. La metodología adoptada se fundamenta en la investigación cualitativa con enfoque descriptivo. A partir del análisis de los datos en la perspectiva del profesor, se han sugeridos cambios en el currículo, en nuevas metodologías como el aprendizaje basado en problemas, el uso de la enseñanza híbrida y del aula de clase invertido. Ellos también han citado que las tecnologías pueden ser usadas para ayudar en ese proceso de aprendizaje, desde que los alumnos tengan madurez, responsabilidad y disciplina para usarlas, pues ellas pueden también despistarlos. Hay la necesidad de una profundización del tema ya que se puede comprender que, aunque tengamos niveles de autonomía, no nos es posible ser totalmente autónomos en ese proceso de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia aluno]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Processo de aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Student autonomy]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Learning process]]></kwd>
<kwd lng="es"><![CDATA[Profesor]]></kwd>
<kwd lng="es"><![CDATA[Autonomía alumno]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
<kwd lng="es"><![CDATA[Proceso de Aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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