<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492020000300231</article-id>
<article-id pub-id-type="doi">10.17058/rea.v28i3.13695</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O mapa conceitual como recurso pedagógico de ensino na docência da educação superior]]></article-title>
<article-title xml:lang="en"><![CDATA[The conceptual map as a pedagogical teaching resource at universities]]></article-title>
<article-title xml:lang="es"><![CDATA[El mapa conceptual como recurso pedagógico de enseñanza en la docencia de la educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Ana Carolina de Oliveira Salgueiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cicuto]]></surname>
<given-names><![CDATA[Camila Aparecida Tolentino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>28</volume>
<numero>3</numero>
<fpage>231</fpage>
<lpage>248</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492020000300231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492020000300231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492020000300231&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Os mapas conceituais têm sido experienciados, de maneira mais comum, como forma dos estudantes demonstrarem suas compreensões acerca de conteúdos, temas e conceitos. Mas, e as experiências docentes com o uso dos mapas? A partir da definição e dos elementos essenciais que constituem os mapas e da teoria que fundamenta esse recurso, neste artigo são apresentados quatro modos diferentes do uso dos mapas como recurso pedagógico da docência na educação superior. Os resultados evidenciam o potencial dos mapas como formas de discussão e problematização dos conhecimentos prévios dos licenciandos, além de permitir a organização e sistematização prévia da ação pedagógica do professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Concept maps have been experienced, most commonly, as a way for students to demonstrate their understanding of content, themes, and concepts. But what about teaching experiences with the use of maps? From the definition and the essential elements that make up the maps and the theory behind this resource, this article presents four different ways of using maps as a pedagogical resource in higher education teaching. The results show the potential of the maps as ways of discussing and problematizing the previous knowledge of the licenciandos, besides allowing the organization and prior systematization of the pedagogical action of the teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Mapas conceptuales han sido experimentados, de manera más común, como forma de los estudiantes demostrar sus comprensiones acerca de contenidos, temas y conceptos. Pero, ¿y las experiencias docentes con el uso de mapas? A partir de la definición y de los elementos esenciales que constituyen los mapas y la teoría que fundamenta ese recurso, en este artículo se presentan cuatro modos diferentes del uso de los mapas como recurso pedagógico en la docencia de la educación superior. Los resultados evidencian su potencial como formas de discusión y problematización de los conocimientos previos de los licenciandos, y de organización y sistematización previa de la acción pedagógica del profesor.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento prévio]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento do ensino]]></kwd>
<kwd lng="pt"><![CDATA[Mapas conceituais]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Previous knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teaching planning]]></kwd>
<kwd lng="en"><![CDATA[Concept maps]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento previo]]></kwd>
<kwd lng="es"><![CDATA[Planificación de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Mapas conceptuales.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<ref id="B27">
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<person-group person-group-type="author">
<name>
<surname><![CDATA[ZABALZA]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
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<source><![CDATA[O Ensino Universitário: seu cenário e seus protagonistas]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
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</article>
