<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000200100</article-id>
<article-id pub-id-type="doi">10.12957/teias.%y.55758</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS METODOLOGIAS ATIVAS COMO POTENCIALIZADORAS DO SISTEMA ATENCIONAL: do presencial ao remoto usando Design Thinking]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ACTIVE METHODOLOGIES AS POTTENCIALIZERS OF THE ATTENTIONAL SYSTEM: from the presential to the remote using Design Thinking]]></article-title>
<article-title xml:lang="es"><![CDATA[METODOLOGÍAS ACTIVAS COMO POTENCIALIZADORAS DEL SISTEMA DE ATENCIÓN: de lo presencial a enseñanza a distancia utilizando Design Thinking]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bombaría]]></surname>
<given-names><![CDATA[Cheila Graciela Gobbo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Adriano Canabarro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo (UPF) Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>65</numero>
<fpage>100</fpage>
<lpage>117</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000200100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000200100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000200100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo apresenta a análise das manifestações das funções do Sistema Atencional em estudantes de ensino médio integrado do Instituto Federal do Rio Grande do Sul diante de processos educativos baseados em Metodologias Ativas de Aprendizagem em um contexto de ensino remoto. Desenvolveu-se estudo aplicado, qualitativo e exploratório, tendo como principais referências Pozo (2008) e Bacich e Moran (2018). A pesquisa empírica realizou-se por meio de Intervenção Pedagógica usando os instrumentos: observação, questionário e grupo focal, adaptada do formato presencial para o remoto devido a pandemia de COVID-19. Os resultados mostram considerável ativação das funções do Sistema Atencional dos estudantes mediante o uso das Metodologias Ativas de Aprendizagem Sala de aula Invertida e Design Thinking.A maior influência percebida foi sobre a função do Sistema Atencional Seleção, seguida das funções de Controle e Vigilância. De forma periférica ao foco do estudo foi possível observar a potência de tais metodologias para contextos remotos de ensino. Espera-se que estes resultados impulsionem novas investigações sobre as Metodologias Ativas como estratégias didáticas que estimulem a atenção e favoreçam o aprendizado crítico e reflexivo, mostrando-as como poderosa alternativa neste cenário educacional cada vez mais desafiador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study presents the analysis of the manifestations of the functions of the Attentional System in integrated high school students from the IFRS school in face of educational processes based in Active Learning Methodologies in a remote teaching context. An applied, qualitative and exploratory study was developed, having Pozo (2008) and Bacich an Moran (2018) as main references. The empiric research was carried out through Pedagogical Intervention using the instruments of: observation, questionnaire and focus group, adapted from the presential format to the remote one due to the COVID-19 pandemic.The results show considerable activation of the student&#8217;s Attentional System functions face the use of Active Learning Methodologies, Inverted classroom and Design Thinking. The biggest noticed influence was on the Attentional Selection System function, followed by the Control and Surveillance functions. Peripherally to the focus of the study, it was possible to observe the potency of such methodologies for remote teaching contexts. It is hoped that these results will impulsionate new investigations on Active Methodologies as didactic strategies that stimulate attention and favor critical and reflective learning, showing them as a powerful alternative in this increasingly challenging educational scenario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio presenta el análisis de las manifestaciones de las funciones del Sistema de Atención en estudiantes de secundaria de la escuela IFRS frente a procesos educativos basados en Metodologías Activas de Aprendizaje en un contexto de enseñanza a distancia. Se desarrolló un estudio aplicado, cualitativo y exploratorio, teniendo como principales referencias a Pozo (2008) y Bacich y Moran (2018). La investigación empírica se realizó a través de Intervención Pedagógica utilizando los instrumentos: observación, cuestionario y grupo focal, adaptados del formato presencial al remoto por la pandemia de COVID-19. Los resultados muestran una activación considerable de las funciones del Sistema de Atención de los estudiantes mediante el uso de Metodologías Activas de Aprendizaje Aula Invertida y Design Thinking. La mayor influencia percibida fue en la función del Sistema de Selección de Atención, seguida de las funciones de Control y Vigilancia. De forma periférica al foco del estudio, fue posible observar el poder de tales metodologías para contextos de enseñanza a distancia. Se espera que estos resultados estimulen nuevas investigaciones sobre Metodologías Activas como estrategias didácticas que estimulen la atención y favorezcan el aprendizaje crítico y reflexivo, mostrándolas como una poderosa alternativa en este escenario educativo cada vez más desafiante.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[sistema atencional]]></kwd>
<kwd lng="pt"><![CDATA[metodologias ativas de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[design thinking]]></kwd>
<kwd lng="en"><![CDATA[attentional system]]></kwd>
<kwd lng="en"><![CDATA[active learning methodologies]]></kwd>
<kwd lng="en"><![CDATA[design thinking]]></kwd>
<kwd lng="es"><![CDATA[sistema de atención]]></kwd>
<kwd lng="es"><![CDATA[metodologías activas]]></kwd>
<kwd lng="es"><![CDATA[Design Thinking]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
