<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992020000100171</article-id>
<article-id pub-id-type="doi">10.14244/198271992849</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Apoio pedagógico nos anos iniciais a partir do modelo laboratório rotacional de ensino híbrido]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical support at yearly years from the rotating laboratory model of hybrid teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[Elisane Ortiz de Tunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brod]]></surname>
<given-names><![CDATA[Fernando Augusto Treptow]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia Sul-riograndense (IFSul)  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia Sul-riograndense (IFSul)  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></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>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100171&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta o trabalho desenvolvido no Apoio Pedagógico com alunos dos anos iniciais de uma escola municipal, problematizando os procedimentos didáticos adotados junto aos alunos que necessitam de um atendimento individualizado. O estudo buscou refletir sobre estratégias pedagógicas que contemplem a personalização do ensino por meio de uma modalidade de aprendizagem a partir do modelo de laboratório rotacional do ensino híbrido. A pesquisa possui uma abordagem qualitativa, configurando-se em uma pesquisa-ação, pois tem como objetivo realizar uma intervenção coletiva na prática pedagógica assumida pela pesquisadora e demais sujeitos da investigação em busca de uma mudança de ação que possa contribuir para os avanços do ensino centrado no aluno. A análise dos dados coletados a partir de questionários com questões abertas junto aos sujeitos da investigação foi realizada utilizando-se a técnica do Discurso do Sujeito Coletivo, de Lefèvre e Lefèvre, que demonstrou o quão importante é a reflexão no espaço escolar e como se faz necessário dar voz e vez aos professores e professoras que, muitas vezes, percebem a necessidade da mudança, mas necessitam de momentos coletivos que apoiem a transformação da ação pedagógica. Os resultados apontam para a importância de uma proposta de ensino personalizado apoiado pelas tecnologias digitais, que valorize os estudantes a partir dos seus conhecimentos prévios, respeitando suas múltiplas inteligências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents the work developed at Pedagogical Support with students from yearly years at a county school, questioning the learning procedures adopted with the students who need a personalized support. This study intends to reflect about the pedagogical strategies which take in consideration the teaching customization by a learning modality from the Rotating Laboratory Model of Hybrid Teaching, The research contains a qualitative approach, becoming a research action, because the goal of it is to have a collective intervention into the pedagogical practice taken by the researcher and other subjects from the investigation who search for an action changing which will contribute to the advances of student-centered teaching. The analysis of data collected by the questionnaires with open-ended questions with the investigation&#8217;s subjects was done using the Collective Subject Discourse method, from Lefèvre &amp; Lefèvre, who showed how important is the reflection into the schooling space and how it is necessary to give the teachers the opportunity of saying and demonstrating about their experience because they, many times, realize the necessity of changing but they need the collective moments which will support the transformation into the pedagogical action. The results point to the importance of a personalized teaching proposal supported by the digital technologies which consider the students since their previous knowledge, respecting their multiple intelligences.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino híbrido]]></kwd>
<kwd lng="pt"><![CDATA[Apoio pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Anos iniciais.]]></kwd>
<kwd lng="en"><![CDATA[Hybrid teaching]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical support]]></kwd>
<kwd lng="en"><![CDATA[Early years.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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