<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2013000100015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ambiente virtual e metodologia de ensino na educação superior na modalidade presencial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guérios]]></surname>
<given-names><![CDATA[Ettiene]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sausen]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A15">
<institution><![CDATA[,UFPR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2013</year>
</pub-date>
<volume>13</volume>
<numero>38</numero>
<fpage>305</fpage>
<lpage>324</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2013000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2013000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2013000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo trata da utilização de ambientes virtuais na Educação Superior na modalidade presencial. Advém de reflexão sobre resultados de pesquisa qualitativa de natureza exploratório-interpretativa sobre processos de interação e de mobilização de conhecimentos identificados em alunos de um curso presencial de Licenciatura em Matemática usando os recursos chat e diário de ambientes virtuais de aprendizagem. O referencial teórico tem como bases Thompson (2004), Primo (2008), Silva (2010), Scherer (2005), Charlot (2000), dentre outros, no que diz respeito aos processos de interação, mobilização de conhecimentos e mobilização para o aprender; em Guérios (2002) e Doll Jr. (1997) quanto à metodologia do ensino na formação de professores. A metodologia do ensino é considerada numa perspectiva epistemológica que contempla a relação entre sujeito e conhecimento com vistas à aprendizagem dos conteúdos curriculares. Observamos que conhecimentos foram mobilizados no processo interativo e que houve aprendizagem conceitual de fundamentos teóricos da disciplina Metodologia do Ensino de Matemática. Discutimos os resultados na perspectiva da metodologia do ensino na formação inicial de professores. Concluímos acenando para a possibilidade de construção de uma metodologia do ensino para a educação superior na modalidade presencial em que os espaços virtual e presencial sejam utilizados como ambientes articulados no contexto da prática pedagógica que propiciem a existência de um movimento reflexivo de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper discusses the use of virtual environments in Higher Education in the presential modality. It comes from reflection on the results of qualitative research on exploratory-interpretative processes of interaction and mobilization of knowledge identified in students from a classroom course in Mathematics using resources from virtual learning environments. The theoretical framework is based on Thompson (2004), Primo (2008), Silva (2010), Scherer (2005), Charlot (2000), among others, with regard to the processes of interaction and mobilization of knowledge; in Guérios (2002) and Doll Jr. (1997) regarding the methodology of teaching in teacher education. The methodology of teaching is considered in an epistemological perspective that considers the relationship between subject and knowledge in the light of the curriculum learning. We observed that knowledge was mobilized in the interactive process and that there was conceptual learning of theoretical foundations of the Methodology of Teaching Mathematics subject. We discuss these results in view of the methodology of teaching in initial teacher training. We conclude pointing to the possibility of building a teaching methodology for higher education in the classroom mode, in which the spaces and virtual classroom environments are used as articulated environments, in the context of pedagogical practices that favor the existence of a reflexive learning movement.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ambientes Virtuais de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Virtual Learning Environments]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <h2><font face="Arial, Helvetica, sans-serif">Ambiente virtual e metodologia de ensino na educa&ccedil;&atilde;o  superior na modalidade presencial.</font></h2> <font face="Arial, Helvetica, sans-serif"> <h3>Virtual environment  and teaching methodology in higher education in on-site modality.</h3>     <p>&nbsp;</p> <h4>Ettiene Gu&eacute;rios, Sandra Sausen    <br> </h4> </font>      ]]></body><back>
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</article>
