<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062016000200247</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol26.n52.p247-263</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem Cooperativa: uma Experiência no Ensino Médio Profissionalizante]]></article-title>
<article-title xml:lang="en"><![CDATA[Cooperative Learning: an Experience in the High School College]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje Cooperativo: una Experiencia en Educación Secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães Júnior]]></surname>
<given-names><![CDATA[Antônio Germano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Neta]]></surname>
<given-names><![CDATA[Maria de Lourdes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Maria Terla Silva Carneiro dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>26</volume>
<numero>52</numero>
<fpage>247</fpage>
<lpage>263</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062016000200247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062016000200247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062016000200247&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Considerando as mudan&#231;as ocorridas na educa&#231;&#227;o brasileira em decorr&#234;ncia do Decreto n&#186; 5.154, no qual o ensino m&#233;dio passou a ser articulado ao curso t&#233;cnico de n&#237;vel m&#233;dio, selecionamos como objeto de pesquisa, a proposta formativa de uma escola de educa&#231;&#227;o profissional no interior do Cear&#225;, pioneira no Brasil em utilizar a Aprendizagem Cooperativa como metodologia em sala de aula. A pesquisa, de car&#225;ter bibliogr&#225;fico e documental, possui fundamenta&#231;&#227;o te&#243;rico-metodol&#243;gica nos estudos de Kuenzer (2007); Ramos (2011); Oliveira (2006), dentre outros. Objetivamos com esse escrito, compreender a proposta formativa da referida institui&#231;&#227;o escolar utilizando como documentos basilares o Projeto Pol&#237;tico Pedag&#243;gico (PPP), o Regimento Escolar e as Diretrizes Curriculares Nacionais para a Educa&#231;&#227;o Profissional T&#233;cnica de N&#237;vel M&#233;dio. Assim, a an&#225;lise dos dados permitiu-nos considerar que a institui&#231;&#227;o escolar oferece a seus estudantes forma&#231;&#227;o em conson&#226;ncia com as determina&#231;&#245;es legais, visando a inser&#231;&#227;o dos estudantes na Universidade e no mundo do trabalho.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Considering the changes in Brazilian education system as a result of Decree No. 5154, in which high school should be articulated to vocational high school level, we selected as the research subject, the formative proposal of a vocational education school in Cear&#225;, which is a pioneer state in Brazil in using the Cooperative Learning methodology in the classroom. This study uses a literature and documentary approaches grounded on studies of Kuenzer (2007); Ramos (2011); Oliveira (2006). The aim of this study was, understanding the formative proposal of that educational institution using as basic documents the Pedagogical Political Project (PPP), the School Regulations and the National Curriculum Guidelines for Vocational Education High School Level. Data analysis showed that the educational institution provides training according to the legal requirements, aiming at integration of students at the university and in the workplace.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Considerando los cambios ocurridos en la educaci&#243;n brasile&#241;a transcurridos del Decreto n&#186; 5.154, en el cual la ense&#241;anza media pas&#243; a ser articulada al curso t&#233;cnico de nivel medio, seleccionamos como objeto de investigaci&#243;n, la propuesta formativa de una escuela de educaci&#243;n profesional en el interior de Cear&#225;, pionera en Brasil en utilizar la metodolog&#237;a de Aprendizaje Cooperativa en aula de clase. La investigaci&#243;n, de car&#225;cter bibliogr&#225;fico y documental, posee fundamentaci&#243;n te&#243;rico metodol&#243;gica en los estudios de Kuenzer (2007); Ramos (2011); Oliveira (2006), entre otros. Nuestro objetivo con ese escrito es comprender la propuesta formativa de la referida instituci&#243;n escolar utilizando como documentos basilares el Proyecto Pol&#237;tico Pedag&#243;gico (PPP), el Regimiento Escolar y las Directrices Curriculares Nacionales para la Educaci&#243;n Profesional T&#233;cnica de Nivel Medio. As&#237;, el an&#225;lisis de los datos nos permiti&#243; considerar que la instituci&#243;n escolar ofrece a sus estudiantes formaci&#243;n en consonancia con las determinaciones legales, visando la inserci&#243;n de los estudiantes en la Universidad y en el mundo del trabajo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Cooperativa]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio Profissionalizante]]></kwd>
<kwd lng="en"><![CDATA[Professional Education]]></kwd>
<kwd lng="en"><![CDATA[Cooperative Learning]]></kwd>
<kwd lng="en"><![CDATA[Vocational High School]]></kwd>
<kwd lng="es"><![CDATA[Educación Profesional]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Cooperativa]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Media Profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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</name>
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<article-title xml:lang="en"><![CDATA[O Ideário renovador e a planificação educacional: possíveis raízes do tecnicismo escolar.]]></article-title>
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</ref-list>
</back>
</article>
