<?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>S1981-416x2024000301104</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.082.ao05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Resolução de problemas no ensino de Química: uma revisão integrativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Troubleshooting in chemistry teaching: an integrative review]]></article-title>
<article-title xml:lang="es"><![CDATA[La resolución de problemas en la enseñanza de la química: una revisión integradora]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assai]]></surname>
<given-names><![CDATA[Natany]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bedin]]></surname>
<given-names><![CDATA[Everton]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense Departamento de Química ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná Departamento de Química ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>82</numero>
<fpage>1104</fpage>
<lpage>1120</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000301104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000301104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000301104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esse estudo propõe uma revisão de literatura integrativa acerca da Resolução de Problemas (RP) no ensino da química ao nível fundamental e médio. Para tanto, empregou-se a metodologia Revisão Sistemática Integrativa, dividindo-se em 6 passos, utilizando como campo de busca o Banco de Teses e Dissertações da CAPES e o Banco Digital de Teses e Dissertações. Os resultados evidenciaram, além da pequena quantidade de trabalhos, que os referenciais teóricos adotados estão pautados em uma vertente construtivista, e a tipologia de problemas está referenciada em Lopes, Laudan e Pozo. Há uma predominância de produções nas regiões nordeste e sul acerca da metodologia RP, e uma variedade de estratégias didáticas utilizadas para abordar os problemas. A partir da Análise de Conteúdo, as categorias C1 e C2 evidenciam a necessidade de refletir sobre as habilidades requeridas e intencionadas para resolver os problemas, enquanto metodologia ativa. Defende-se nesse estudo problemas que possibilitem a aquisição de tomada de decisão, sendo evidente que a RP desenvolva habilidades, protagonismo e criatividade dos alunos, com grande potencial a ser explorado no ensino e aprendizado da química.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study proposes an integrative literature review on Troubleshooting (RP) in chemistry teaching at the elementary and high school levels. The Integrative Systematic Review methodology was employed, consisting of 6 steps, using the CAPES Thesis and Dissertation Database and the Digital Thesis and Dissertation Bank as search fields. The results highlighted, in addition to the limited number of works, that the adopted theoretical frameworks are based on a constructivist approach, and the typology of problems is referenced in Lopes, Laudan, and Pozo. There is a predominance of productions in the northeast and south regions regarding the RP methodology, and a variety of didactic strategies used to address the problems. Through Content Analysis, Categories C1 and C2 highlight the need to reflect on the skills required and intended to solve problems as an active methodology. This study advocates for problems that allow the acquisition of decision-making skills, making it clear that RP develops students' skills, protagonism, and creativity, with great potential to be explored in the teaching and learning of chemistry.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio propone una revisión integradora de la literatura sobre Resolución de Problemas (RP) en la enseñanza de la química en los niveles elemental y secundario. Para ello, se utilizó la metodología de Revisión Sistemática Integrativa, dividida en 6 pasos, utilizando como campo de búsqueda el Banco de Tesis y Tesis CAPES y el Banco de Tesis y Tesis Digital. Los resultados mostraron, además del pequeño número de trabajos, que los referentes teóricos adoptados se basan en un aspecto constructivista, y la tipología de problemas está referenciada en Lopes, Laudan y Pozo. Existe predominio de producciones en las regiones noreste y sur respecto a la metodología de PR, y variedad de estrategias didácticas utilizadas para abordar los problemas. Desde Análisis de Contenidos, las categorías C1 y C2 destacan la necesidad de reflexionar sobre las habilidades requeridas y destinadas a la resolución de problemas, como metodología activa. Este estudio defiende problemas que posibilitan la adquisición de la toma de decisiones, y se evidencia que la PR desarrolla habilidades, protagonismo y creatividad en los estudiantes, con gran potencial para ser explorado en la enseñanza y el aprendizaje de la química.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Problematização]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Revisão sistemática de literatura.]]></kwd>
<kwd lng="en"><![CDATA[Problematization]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[Systematic literature review.]]></kwd>
<kwd lng="es"><![CDATA[Solución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Químico]]></kwd>
<kwd lng="es"><![CDATA[Revisión sistemática de la literatura.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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