<?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>S1809-38762020000100010</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i1p10-39</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[METODOLOGIAS ATIVAS DE APRENDIZAGEM NA EDUCAÇÃO SUPERIOR: ASPECTOS HISTÓRICOS, PRINCÍPIOS E PROPOSTAS DE IMPLEMENTAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[ACTIVE LEARNING METHODOLOGIES IN HIGHER EDUCATION: HISTORICAL ASPECTS, PRINCIPLES AND IMPLEMENTATIONS]]></article-title>
<article-title xml:lang="es"><![CDATA[METODOLOGÍAS ACTIVAS DE APRENDIZAJE EN LA EDUCACIÓN SUPERIOR: ASPECTOS HISTÓRICOS, PRINCIPIOS E IMPLEMENTACIONES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SCHLICHTING]]></surname>
<given-names><![CDATA[Thais de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[HEINZLE]]></surname>
<given-names><![CDATA[Marcia Regina Selpa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>10</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Transformações tecnológicas e reflexos da globalização são agentes que modificam dinâmicas sociais e profissionais. As formas de (inter)agir em sociedade, especialmente no mundo do trabalho, são reconstruídas ao longo do tempo. Aparecem, assim, novas demandas por perfis profissiográficos que respondam às transformações ocorridas. Reflete-se sobre o papel da educação superior e das perspectivas curriculares na formação desses futuros profissionais de distintas áreas. Ganham espaço nessa discussão, as metodologias ativas de aprendizagem que consideram o estudante o centro do processo de ensino e aprendizagem, aproximando as formações acadêmica e profissional. Nesse contexto, este artigo objetiva compreender aspectos históricos e princípios de dois formatos de metodologias ativas de aprendizagem e sua implementação em processos curriculares de educação superior no Brasil. Para tanto, são resgatados movimentos históricos de teorias e pressupostos que ajudaram na sistematização das seguintes metodologias ativas de aprendizagem: PBL (Problem Based Learning) e PLE (Project Led Education). São discutidos à luz das Diretrizes Curriculares Nacionais e dos princípios e orientações dessas metodologias, perfis e habilidades profissionais requeridas em projetos curriculares de dois cursos do ensino superior: Medicina e Engenharia, ambos considerados pioneiros na implementação da aprendizagem ativa. Os resultados sinalizam que movimentos históricos e princípios de metodologias ativas orientam novas propostas de desenhos curriculares na educação superior. As instituições analisadas propõem inserir os estudantes na cultura de solução de problemas, enfatizando aspectos de autonomia diante de situações reais no exercício da profissão; promover formação técnico-científica com atitudes ético-humanísticas e capacidade de trabalhar em equipes multidisciplinares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Technological transformations and reflections of globalization are currently agents that modify social and professional dynamics, (inter) acting in society and, especially, in the world of work, are actions reconstructed over time. Thus, new demands appear for professional profiles that respond to the transformations that have occurred. It then reflects on the role of higher education and the curricular perspectives in the education of future professionals in different areas. In this discussion, the active learning methodologies gain space, they consider the student the center in the process of teaching and learning, they also approach the academic and professional formations of these students. In this context, this article aims to understand the historical aspects and principles of two formats of active learning methodologies and their implementation in curricular contexts of higher education in Brazil. In order to do so, historical movements of theories and assumptions that helped to systematize the following active learning methodologies: PBL (Problem Based Learning) and PLE (Project Led Education) are retrieved. The principles and guidelines of such methodologies and Course Curriculum Projects of two Brazilian higher education contexts are also discussed, based on what the National Curricular Guidelines define, one of Medicine and one in Engineering, as these are pioneering areas in the implementation of active learning. The results indicate that historical movements and principles of active methodologies guide new proposals for curricular designs in higher education. Both analyzed institutions propose to insert the students in the culture of solution of problems, emphasizing aspects of autonomy before real problems of their profession. They also provide technical-scientific education with ethical-humanistic attitudes and emphasize the ability to work in multidisciplinary teams.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las transformaciones tecnológicas y los reflejos de la globalización son actualmente agentes que modifican dinámicas sociales y profesionales, (inter) accionar en sociedad y, especialmente, en el mundo del trabajo son actuaciones reconstruidas a lo largo del tiempo. Aparecen, así, nuevas demandas por perfiles profesiográficos que respondan a las transformaciones ocurridas. Se reflexiona sobre el papel de la educación superior y las perspectivas curriculares en la formación de estos futuros profesionales de distintas áreas. En esa discusión, metodologías del aprendizaje activo ganan espacio porque consideran al estudiante el centro del proceso de enseñanza y aprendizaje y, aún, acercan las formaciones académica y profesional de estos estudiantes. Por lo tanto, este artículo tiene como objetivo comprender aspectos históricos y principios de dos formatos de metodologías de aprendizaje activo y su implementación en contextos curriculares de educación superior en Brasil. Para ello, se rescatan movimientos históricos de teorías y las conjeturas que contribuyeron para la sistematización de las siguientes metodologías de aprendizaje activo: PBL (Problem Based Learning) y PLE (Project Led Education). Se discuten, a la luz de lo que definen las Directrices Curriculares Nacionales, principios y orientaciones de tales metodologías y son analizados Proyectos Curriculares de Curso de dos contextos de educación superior brasileños, uno del área de la Medicina y uno de la Ingeniería, que se consideran pioneras en la implementación del aprendizaje activo. Los resultados señalan que movimientos históricos y principios de metodologías activas orientan nuevas propuestas de dibujos curriculares en la educación superior. Ambas instituciones analizadas proponen insertar a los estudiantes en la cultura de solución de problemas, enfatizando aspectos de autonomía ante problemas reales de su profesión. Proponen también una formación técnico-científica con actitudes ético-humanísticas y señalan la capacidad de trabajar en equipos multidisciplinarios.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metodologias ativas de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[PBL]]></kwd>
<kwd lng="pt"><![CDATA[PLE]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="en"><![CDATA[Active learning methodologies]]></kwd>
<kwd lng="en"><![CDATA[PBL]]></kwd>
<kwd lng="en"><![CDATA[PLE]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="es"><![CDATA[Metodologías activas de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[PBL]]></kwd>
<kwd lng="es"><![CDATA[PLE]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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