<?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>S1981-416x2023000301291</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ao02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estilos de ensino: definições, características e possibilidades para a formação docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching styles: definitions, characteristics, and possibilities for teacher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Estilos de enseñanza: definiciones, características y posibilidades para la formación docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Jerson Sandro Santos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mascarenhas]]></surname>
<given-names><![CDATA[Suely Aparecida do Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>78</numero>
<fpage>1291</fpage>
<lpage>1307</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000301291&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000301291&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000301291&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta e analisa os principais achados de estudos baseados no conceito de estilo de ensino, com o intuito de discutir a relevância e as implicações desse construto para a formação docente. Para tanto, realizou-se uma pesquisa bibliográfica, em que se destacam os escritos de Dunn e Dunn (1979), Fischer e Fischer (1979), Conti (1985), Mosston e Ashworth (2008), Grasha (1994), Heimlich e Norland (2002), Geijo (2009), Banas (2013) e Portilho et al. (2017), que procuraram discutir os limites e as possibilidades desse conceito, assim como seus impactos no processo ensino-aprendizagem. Apresentam-se definições, elementos e características dos estilos de ensino, bem como algumas de suas tipologias e formas de avaliação. Os estudos apontam que há uma variedade de tipologias, cada uma dependendo do objetivo principal da pesquisa em questão. Há autores que apoiam a ideia de alinhar os estilos de ensino dos professores com os estilos de aprendizagem dos alunos, enquanto outros defendem a necessidade de um atrito construtivo entre estilos. Além disso, os estudos indicam que os estilos de ensino têm efeitos sobre o rendimento, as atitudes e os comportamentos dos alunos e ajudam a compreender como as crenças e os valores dos professores interferem nos seus comportamentos de ensino. Conclui-se o trabalho argumentando que os estilos de ensino podem ser ampliados ou modificados mediante um processo de reflexão colaborativa e que esse construto pode ser visto como uma importante variável a ser considerada no processo formativo do professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents and analyzes the main findings of studies based on the concept of teaching style to discuss the relevance and implications of this construct for teacher education. A bibliographic research was carried out, highlighting writings by Dunn and Dunn (1979), Fischer and Fischer (1979), Conti (1985), Mosston and Ashworth (2008), Grasha (1994), Heimlich and Norland (2002), Geijo (2009), Banas (2013) and Portilho et al. (2017), who sought to discuss the limits and possibilities of this concept, and its impacts on the teaching-learning process. Definitions, elements, and characteristics of teaching styles are presented, in addition to some of their typologies and evaluation forms. The studies indicate several typologies, each depending on the main objective of the research in question. Some authors support aligning teachers' teaching with students' learning styles, while others argue for the need for constructive friction between styles. The investigation also indicates that teaching styles impact students' performance, attitudes, and behaviors, and help to understand how teachers' beliefs and values interfere with their teaching behaviors. The paper concludes by arguing that teaching styles can be expanded or modified through a collaborative reflection process and that this construct can be seen as an important variable to be considered in the teacher education process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta y analiza los principales hallazgos de estudios basados en el concepto de estilo de enseñanza, con el fin de discutir la relevancia y las implicaciones de este constructo para la formación docente. Para ello, se llevó a cabo una investigación bibliográfica, destacando los escritos de Dunn y Dunn (1979), Fischer y Fischer (1979), Conti (1985), Mosston y Ashworth (2008), Grasha (1994), Heimlich y Norland (2002), Geijo (2009), Banas (2013) y Portilho et al. (2017), que buscaron discutir los límites y las posibilidades de este concepto, así como sus impactos en el proceso enseñanza-aprendizaje. Se presentan definiciones, elementos y características de los estilos de enseñanza, así como algunas de sus tipologías y formas de evaluación. Los estudios indican que hay una variedad de tipologías, cada una dependiendo del objetivo principal de la investigación en cuestión. Hay autores que apoyan la idea de alinear los estilos de enseñanza de los profesores con los estilos de aprendizaje de los estudiantes, mientras que otros defienden la necesidad de una fricción constructiva entre estilos. Además, los estudios indican que los estilos de enseñanza tienen efectos sobre el rendimiento, las actitudes y los comportamientos de los estudiantes, y ayudan a comprender cómo las creencias y los valores de los profesores interfieren en sus comportamientos de enseñanza. Se concluye argumentando que los estilos de enseñanza pueden ser ampliados o modificados mediante un proceso de reflexión colaborativa y que este constructo puede ser visto como una importante variable a considerar en el proceso formativo del profesor.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estilos de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Processo ensino-aprendizagem.]]></kwd>
<kwd lng="en"><![CDATA[Teaching styles]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Teaching-learning process.]]></kwd>
<kwd lng="es"><![CDATA[Estilos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Proceso enseñanza-aprendizaje.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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