<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822022000100215</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2022.1.37789</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Propostas pedagógicas do Rio Grande do Sul e a Teoria da Aprendizagem Significativa: correspondências encontradas]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogic proposals of Rio Grande do Sul and the Theory of Significant Learning: correspondences found]]></article-title>
<article-title xml:lang="es"><![CDATA[Propuestas pedagógicas de Rio Grande do Sul y la Teoría del Aprendizaje Significativo: correspondencias encontradas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Lucimara Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Verissimo]]></surname>
<given-names><![CDATA[Ana Carolina Brandão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bussmann]]></surname>
<given-names><![CDATA[Tanise Brandão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[André Luís Silva da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Santana do Livramento RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Santana do Livramento RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Conselho Administrativo de Defesa Economica  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Caçapava do Sul RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>45</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822022000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822022000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822022000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem como objetivo analisar duas propostas pedagógicas do Estado do Rio Grande do Sul à luz da Teoria da Aprendizagem Significativa de David Ausubel. Assim, tendo como ponto de partida as duas últimas propostas públicas pedagógicas estaduais do Estado do Rio Grande do Sul, aqui denominadas de Lições do Rio Grande e Politecnia, respectivamente implantadas neste estado em 2009 e 2012, buscou-se averiguar quais são os elementos de correlação entre elas à Teoria da Aprendizagem Significativa, com base nos pontos de articulação teórico-metodológica envolvendo ações do ensinar e do aprender. Para tanto, se fez uso de uma pesquisa teórica e documental, a partir dos documentos oficiais disponíveis. Verificou-se que em ambas as propostas se vinculam elementos como interdisciplinaridade, contextualização e ações discentes-docentes ativas e coparticipativas, tendo em vista esses como qualificadores às ações do ensinar e do aprender, à luz da Teoria da Aprendizagem Significativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Taking as a starting point the last two state public pedagogical proposals of the State of Rio Grande do Sul, here called the Lessons from Rio Grande and Polytechnia, respectively implemented in this state in 2010 and 2012, we sought to verify the elements of correlation between to the Meaningful Learning Theory of David Ausubel, based on the points of theoretical-methodological articulation involving actions of teaching and learning. For that, a theoretical and documentary research was made, based on the official documents available. It was verified that in both proposals there are elements such as interdisciplinarity, contextualization and active and co-participative student-teacher actions, in view of these as qualifiers to the actions of teaching and learning, in the light of Meaningful Learning Theory.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene como objetivo analizar dos propuestas pedagógicas del Estado de Rio Grande do Sul a la luz de la Teoría del Aprendizaje Significativo de David Ausubel. Así, tomando como punto de partida las dos últimas propuestas estatales pedagógicas públicas del Estado de Rio Grande do Sul, aquí denominadas Lições do Rio Grande y Politecnia, implementadas respectivamente en ese estado en 2009 y 2012, buscamos averiguar cuáles son las elementos de correlación entre ellos a la Teoría del Aprendizaje Significativo, a partir de puntos de articulación teórico-metodológicos que involucran acciones de enseñanza y aprendizaje. Para ello, se utilizó una investigación teórica y documental, a partir de los documentos oficiales disponibles. Se constató que en ambas propuestas se vinculan elementos como la interdisciplinariedad, la contextualización y las acciones docente-alumno activas y coparticipativas, considerando las como calificadores para las acciones de enseñanza y aprendizaje, a la luz de la Teoría del Aprendizaje Significativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[teoria da aprendizagem significativa]]></kwd>
<kwd lng="pt"><![CDATA[lições do rio grande]]></kwd>
<kwd lng="pt"><![CDATA[politecnia]]></kwd>
<kwd lng="en"><![CDATA[meaningful learning theory]]></kwd>
<kwd lng="en"><![CDATA[&#8220;lições do rio grande&#8221;]]></kwd>
<kwd lng="en"><![CDATA[&#8220;politecnia&#8221;]]></kwd>
<kwd lng="es"><![CDATA[teoría del aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[&#8220;lições de río grande&#8221;]]></kwd>
<kwd lng="es"><![CDATA[&#8220;politecnia&#8221;]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
