<?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>S1981-416x2020000100004</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.064.ds03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estilos, estratégias e técnicas de ensino na educação básica: professores em formação continuada]]></article-title>
<article-title xml:lang="en"><![CDATA[Styles, strategies and teaching techniques in basic education: teachers in continuing formation]]></article-title>
<article-title xml:lang="es"><![CDATA[Estilos, estrategias y técnicas de enseñanza en educación básica: los profesores en formación permanente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Giovani de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portilho]]></surname>
<given-names><![CDATA[Evelise Maria Labatut]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></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>20</volume>
<numero>64</numero>
<fpage>50</fpage>
<lpage>74</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo apresenta os resultados referentes à identificação dos estilos, das estratégias e técnicas de ensino na educação básica utilizadas por professores em formação continuada, de duas escolas de um município do Paraná/Brasil. A metodologia de pesquisa utilizada é de caráter fenomenológico hermenêutico, em que participaram do programa de formação continuada dezesseis professores, oito do ensino fundamental e oito do ensino médio. Como instrumentos de pesquisa, foram utilizados o Questionário Portilho/Banas de Estilos de Ensino e um protocolo de observação de sala de aula desenvolvido pela pesquisa &#8220;Aprendizagem e Conhecimento na Formação Continuada&#8221;. Foi possível reconhecer o predomínio do estilo de ensino dinâmico, seguido pelos estilos analítico, sistemático e prático. Os estilos combinados dinâmico/analítico, analítico/sistemático e dinâmico/analítico/sistemático/prático apareceram uma vez cada. Também ficou evidenciada a presença da estratégia de ensino diretiva, mediante a utilização das técnicas de aula expositiva e resolução de exercícios; da estratégia dialógica, por meio das técnicas de ensino aula expositiva dialogada, seminário, dramatização e da estratégia de ensinolaissez-faire, caracterizada pela ausência de diretividade do trabalho pedagógico. Diante dos resultados apresentados, evidencia-se a necessidade de se pensar e propor programas de formação continuada que propiciem aos professores o desenvolvimento de práticas de ensino diferenciadas, de modo a possibilitar aos educandos maior autonomia e eficácia sobre o próprio processo de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents the results related to the identification of the styles, strategies and teaching techniques in the basic education used by teachers in continuing education, from two schools in the same municipality of Paraná state, Brazil. The research methodology used is the hermeneutic phenomenology, in which sixteen teachers, eight from elementary school and eight from high school, participated in the continuing education program. As research instruments were used the Questionnaire Portilho/Banas of Teaching Styles and a classroom observation protocol developed by the research &#8220;Learning and Knowledge in Continuing Education&#8221;. It was possible to recognize the predominance of the dynamic teaching style, followed by the analytical, systematic and practical styles. The combined dynamic/analytical, systematic/analytic, and dynamic/ analytical/systematic/practical styles appeared once each. It was also evidenced the presence of the directive teaching strategy through the use of lecture and exercise resolution techniques; the dialogical strategy through the dialogued lecture teaching techniques, seminar, role play and the laissez-faire teaching strategy, characterized by the absence of Directiveness of pedagogical work. Given the results presented, it is evident the need to think and propose continuing education programs that enable teachers to develop differentiated teaching practices in order to enable learners greater autonomy and effectiveness over the learning process itself.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados relativos a la identificación de estilos, estrategias y técnicas de enseñanza utilizadas por los docentes de educación básica en la formación permanente, dos escuelas de la ciudad de Paraná/Brasil. La metodología de investigación utilizada es de carácter fenomenológico hermenéutico, quien participó en el programa de formación permanente fueron 16 maestros, ocho de escuelas de enseñanza primaria y ocho de secundaria. Se utilizaron como instrumentos de investigación en el cuestionario Portilho/Banas de estilos de enseñanza y un protocolo para la observación de la investigación desarrollada por la investigación de &#8220;Aprendizaje y Conocimientos en la Formación Permanente&#8221;. Fue posible reconocer el predominio del estilo de enseñanza dinámico, seguido por estilos analítico, sistemático y práctico. Los estilos combinados dinámico/analítico, analítico/sistemático y dinámico/analítico/sistemático/práctico apareció una vez cada uno. También se evidenció la presencia de una política de estrategia de enseñanza a través del uso de las técnicas de resolución de ejercicios y expositiva, la estrategia dialógica por medio de técnicas de enseñanza expositivo dialogado, seminario, la dramatización y la estrategia docente de laissez-faire, se caracteriza por la ausencia de la directividad del trabajo pedagógico. Ante los resultados presentados pone de relieve la necesidad de examinar y proponer programas de formación permanente que brindan a los maestros con el desarrollo diferenciado de las prácticas de enseñanza, así como para permitir a los estudiantes una mayor autonomía y eficacia en el proceso de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estilos de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Técnicas de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="en"><![CDATA[Teaching styles]]></kwd>
<kwd lng="en"><![CDATA[Teaching strategies]]></kwd>
<kwd lng="en"><![CDATA[Teaching techniques]]></kwd>
<kwd lng="en"><![CDATA[Continuing education]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="es"><![CDATA[Estilos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Técnicas de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Educación continuada]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ACOSTA]]></surname>
<given-names><![CDATA[J. Z.]]></given-names>
</name>
<name>
<surname><![CDATA[QUIROZ]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
<name>
<surname><![CDATA[RUEDA]]></surname>
<given-names><![CDATA[M. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estilos de aprendizaje, estrategias de aprendizaje y su relación con el uso de las TIC en estudiantes de educación secundaria]]></article-title>
<source><![CDATA[Journal of Learning Styles]]></source>
<year>2018</year>
<volume>11</volume>
<numero>21</numero>
<issue>21</issue>
<page-range>130-59</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BACICH]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[MORAN]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Penso]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANAS]]></surname>
<given-names><![CDATA[J. C. B]]></given-names>
</name>
</person-group>
<source><![CDATA[Estilos de Ensino do professor: construção de um instrumento pedagógico]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BARROS]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[País mal educado: porque se aprende tão pouco nas escolas brasileiras]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Record]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BATISTA]]></surname>
<given-names><![CDATA[G. P]]></given-names>
</name>
<name>
<surname><![CDATA[PORTILHO]]></surname>
<given-names><![CDATA[E. M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[RUFINI]]></surname>
<given-names><![CDATA[S. É]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evidências de Validade do Questionário Portilho/Banas de Estilos de Ensino]]></article-title>
<source><![CDATA[Paidéia]]></source>
<year>2015</year>
<volume>25</volume>
<numero>62</numero>
<issue>62</issue>
<page-range>317-24</page-range><publisher-loc><![CDATA[Ribeirão Preto ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BONAMIGO]]></surname>
<given-names><![CDATA[E. L.]]></given-names>
</name>
<name>
<surname><![CDATA[DESTEFANI]]></surname>
<given-names><![CDATA[A. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A dramatização como estratégia de ensino da comunicação de más notícias ao paciente durante a graduação médica]]></article-title>
<source><![CDATA[Revista Bioética]]></source>
<year>2010</year>
<volume>18</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>725-42</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CLAXTON]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensinando os alunos a se ensinarem: o método do poder da aprendizagem]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CRUZ]]></surname>
<given-names><![CDATA[G. B.]]></given-names>
</name>
<name>
<surname><![CDATA[CASTRO]]></surname>
<given-names><![CDATA[P. H. Z. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A didática e a formação do professor de Educação Física: uma análise a partir da avaliação de alunos concluintes.]]></article-title>
<source><![CDATA[Pro-Posições]]></source>
<year>2019</year>
<volume>30</volume>
<page-range>1-25</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GALLEGOS]]></surname>
<given-names><![CDATA[W. L. A.]]></given-names>
</name>
<name>
<surname><![CDATA[RODRÍGUEZ]]></surname>
<given-names><![CDATA[D. G.]]></given-names>
</name>
<name>
<surname><![CDATA[CANAZA]]></surname>
<given-names><![CDATA[K. D. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estilos de enseñanza y autorregulación del aprendizaje en estudiantes de educación de la Universidad Católica San Pablo]]></article-title>
<source><![CDATA[Journal of Learning Styles]]></source>
<year>2018</year>
<volume>11</volume>
<numero>21</numero>
<issue>21</issue>
<page-range>85-109</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GAUTHIER]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[TARDIF]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[A pedagogia: teorias e práticas da antiguidade aos nossos dias]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Petrópolis, Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GEIJO]]></surname>
<given-names><![CDATA[P. M]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprender y ensenãr: los estilos de aprendizaje y de enseñanza desde la práctica de aula]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Bilbao ]]></publisher-loc>
<publisher-name><![CDATA[Mensagero]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIBÂNEO]]></surname>
<given-names><![CDATA[J. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formação de professores e didática para desenvolvimento humano]]></article-title>
<source><![CDATA[Educação &amp; Realidade]]></source>
<year>2015</year>
<volume>40</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>629-50</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[V. V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Espiral construtivista: uma metodologia ativa de ensino-aprendizagem]]></article-title>
<source><![CDATA[Interface: comunicação e saúde]]></source>
<year>2017</year>
<volume>21</volume>
<numero>61</numero>
<issue>61</issue>
<page-range>421-34</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MANTILLA]]></surname>
<given-names><![CDATA[C. C. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Los estilos pedagógicos y su impacto en el aprendizaje de los alunos (2001-2008)]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Bogotá ]]></publisher-loc>
<publisher-name><![CDATA[Digiprint]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTÍNEZ]]></surname>
<given-names><![CDATA[I. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los Estilos de Aprendizaje y de enseñanza: análisis y diagnóstico en educación superior de centro internacional de estudios superiores del español, CIESE-Comillas, España]]></article-title>
<source><![CDATA[Journal of Learning Styles]]></source>
<year>2019</year>
<volume>12</volume>
<numero>24</numero>
<issue>24</issue>
<page-range>130-59</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAIM]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[IAPPE]]></surname>
<given-names><![CDATA[N. T.]]></given-names>
</name>
<name>
<surname><![CDATA[ROCHA]]></surname>
<given-names><![CDATA[D. L. B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metodologias de ensino utilizadas por docentes do curso de enfermagem: enfoque na metodologia problematizadora]]></article-title>
<source><![CDATA[Enfermaria Global]]></source>
<year>2015</year>
<numero>37</numero>
<issue>37</issue>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[W. O.]]></given-names>
</name>
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[F. T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desafio, discussão e respostas: estratégia ativa de ensino para transformar aulas expositivas em colaborativas]]></article-title>
<source><![CDATA[Einstein]]></source>
<year>2018</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-4</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PERRAUDEAU]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Estratégias de Aprendizagem: como acompanhar os alunos na aquisição dos saberes]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PORTILHO]]></surname>
<given-names><![CDATA[E. M. L]]></given-names>
</name>
</person-group>
<source><![CDATA[Alfabetização: aprendizagem e conhecimento na formação docente]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
<publisher-name><![CDATA[Champagnat]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PORTILHO]]></surname>
<given-names><![CDATA[E. M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[MEDINA]]></surname>
<given-names><![CDATA[G. B. K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metacognition as Methodology for continuing education of teachers]]></article-title>
<source><![CDATA[Creative Education]]></source>
<year>2016</year>
<volume>7</volume>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROLDÃO]]></surname>
<given-names><![CDATA[M. C]]></given-names>
</name>
</person-group>
<source><![CDATA[Estratégias de ensino: o saber e o agir do professor]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Vila Nova de Gaia ]]></publisher-loc>
<publisher-name><![CDATA[Fundação Manuel Leão]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[J. L. G.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[C. S. B. N.]]></given-names>
</name>
<name>
<surname><![CDATA[TOURINHO]]></surname>
<given-names><![CDATA[F. S. V.]]></given-names>
</name>
<name>
<surname><![CDATA[SEBOLD]]></surname>
<given-names><![CDATA[L. F.]]></given-names>
</name>
<name>
<surname><![CDATA[KEMPFER]]></surname>
<given-names><![CDATA[S. S.]]></given-names>
</name>
<name>
<surname><![CDATA[LINCH]]></surname>
<given-names><![CDATA[G. F. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estratégias didáticas no processo de ensino-aprendizagem de gestão em enfermagem]]></article-title>
<source><![CDATA[Texto Contexto Enfermagem]]></source>
<year>2018</year>
<volume>27</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-11</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHIMIDT]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Hermenêutica]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SERRAZINA]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[RIBEIRO]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[As interações na atividade de resolução de problemas e o desenvolvimento da capacidade de comunicar no ensino básico]]></article-title>
<source><![CDATA[Bolema]]></source>
<year>2012</year>
<volume>26</volume>
<numero>44</numero>
<issue>44</issue>
<page-range>1367-93</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VEGA ROMÁN]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[HUGO RUIZ]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estilos de aprendizaje y su relación con el rendimiento académico de estudiantes de segundo año de educación general básica]]></article-title>
<source><![CDATA[Journal of Learning Styles]]></source>
<year>2018</year>
<volume>11</volume>
<numero>22</numero>
<issue>22</issue>
<page-range>166-78</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
