<?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>S1981-416x2017000200455</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.052.ds07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias ativas: das concepções às práticas em distintos níveis de ensino]]></article-title>
<article-title xml:lang="en"><![CDATA[Active methodologies: from conceptions to practices in different levels of teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[Metodologías activas: de las concepciones a las prácticas en distintos niveles de enseñanza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[José Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Maria Elizabeth Bianconcini de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Geraldini]]></surname>
<given-names><![CDATA[Alexandra Fogli Serpa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>52</numero>
<fpage>455</fpage>
<lpage>478</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000200455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000200455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000200455&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo foi desenvolvido com base no trabalho realizado a partir da disciplina Currículo, Tecnologias, Aprendizagem e os Desafios à Educação na Cultura Digital, ministrada durante o segundo semestre de 2016, no Programa de Pós-graduação em Educação: Currículo, da Pontifícia Universidade Católica de São Paulo (PUC-SP). Essa disciplina tinha como objetivo desenvolver práticas que explorassem o uso das Tecnologias Digitais de Informação e Comunicação (TDIC) e estudar as contribuições e limites que tais práticas oferecem ao desenvolvimento do currículo e à aprendizagem baseada nas metodologias ativas. Oito estudantes de mestrado e doutorado participaram dela e, como parte das atividades, cada um desenvolveu uma prática pedagógica com alunos do ensino básico ou superior, baseada em metodologias ativas com o uso das TDIC. Como produto dessa experiência, cada estudante produziu um texto reflexivo e uma narrativa digital, representando o processo de aprendizagem ao longo da disciplina. Os resultados do trabalho possibilitaram entender as diferentes concepções sobre metodologias ativas, bem como analisar as potencialidades destas metodologias para uso em diferentes níveis de ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article was developed based on the work carried out from the course "Curriculum, technologies, learning, and the challenges to education in the digital culture" during the second semester of 2016 in the Graduate Program in Education: Curriculum, of the Pontifical Catholic University of São Paulo (PUC-SP). The purpose of this course was to develop practices that explore the use of digital information and communication technologies (DICT) and to study the contributions and limitations that such practices offer to curriculum development and learning based on active methodologies. Eight Master or Ph.D. students participated in this course. As part of the activities, each student developed a pedagogical practice with K12 or college pupils based on active methodologies using DICT. As a product of this experience each student produced a reflexive text and a digital narrative, representing the learning process throughout the course. The results of the work revealed the different conceptions of active methodologies, as well as the potential of these methodologies for use in various levels of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo fue desarrollado con base en el trabajo realizado a partir de la disciplina "Currículo, tecnologías, aprendizaje y los desafíos a la educación en la cultura digital", realizada durante el segundo semestre de 2016 en el Programa de Postgrado en Educación: Currículo de la Pontificia Universidad Católica de São Paulo (PUC-SP). Esta disciplina tenía como objetivo desarrollar prácticas que explotaran el uso de las tecnologías digitales de información y comunicación (TDIC) y estudiar las contribuciones y límites que tales prácticas ofrecen al desarrollo del currículo y al aprendizaje basado en las metodologías activas. Ocho estudiantes de maestría o doctorado participaron en esta disciplina y como parte de las actividades cada uno de ellos desarrolló una práctica pedagógica con alumnos de la Enseñanza Básica o Superior, basadas en metodologías activas y con el uso de las TDIC. Como producto de esta experiencia cada estudiante produjo un texto reflexivo y una narrativa digital, representando el proceso de aprendizaje a lo largo de la disciplina. Los resultados del trabajo posibilitaron entender las diferentes concepciones sobre metodologías activas, así como analizar las potencialidades de esas metodologías para uso en diferentes niveles de enseñanza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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