<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442021000100285</article-id>
<article-id pub-id-type="doi">10.5902/1984644443799</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O que é educação personalizada, afinal?]]></article-title>
<article-title xml:lang="en"><![CDATA[What is personalized education, anyway?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima Júnior]]></surname>
<given-names><![CDATA[Afonso Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Lebiam Tamar Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442021000100285&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442021000100285&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442021000100285&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo, discutir o conceito de educação personalizada a partir de concepções similares, a fim de evitar ambiguidades. Para alcançar esse propósito, teve-se como método de investigação científica a pesquisa bibliográfica. Para operacionalizá-la, recorreu-se às bases de dados digitais e às obras e documentos de referência. A amostra foi composta por 15 fontes, publicadas no período de 1988 a 2017, nos idiomas português, espanhol e inglês. A escolha dessas fontes considerou principalmente o caráter explicativo e de elaboração teórica do conceito de educação personalizada apresentado nas obras, configurando-as como fontes primárias, a partir das quais outros estudos teóricos podem se desenvolver e avançar em nível de proposição ou (re)elaboração do conceito analisado. Os principais autores consultados foram Hoz (1988), Escobar (1996), Bray e McClashey (2017), além de relatórios internacionais. Os resultados da pesquisa demonstraram que os elementos constituintes da educação personalizada definem uma concepção de educação fundamentalmente alicerçada na compreensão do estudante como ser autônomo, autogestor e metacognitivo, com perfis de aprendizagem que reverberam em interesses, ritmos e tempos diferenciados. Também se constataram as distinções entre os conceitos de individualização, de diferenciação e de educação personalizada, assim como as perspectivas avaliativas assumidas em cada conceito. Por fim, discutiram-se os apanhados da pesquisa e as possibilidades de implementação da educação personalizada na realidade brasileira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to discuss the concept of personalized learning from similar conceptions, to avoid ambiguities. To achieve this goal, bibliographic research was used as a method for scientific investigation. So, to make it operational, digital databases and reference works and documents were used. The sample consisted of 15 sources, published from 1970 to 2017, in Portuguese, Spanish and English. The choice of these sources considered mainly the explanatory character and theoretical elaboration of the concept of personalized education presented in the works, configuring them as primary sources, from which other theoretical studies can develop and advance in terms of proposition or (re)elaboration of the analyzed concept. The main authors consulted were Hoz (1988), Escobar (1996), Bray and McClashey (2017), in addition to international reports. The results of the research showed that the constituent elements of personalized learning, define a concept of education fundamentally based on understanding students as autonomous, self-managing and metacognitive beings, with learning profiles that reverberate between varying interests, rhythms, and times. Distinctions between the concepts of individualization, differentiation and personalized learning were also found, as well as the evaluative perspectives adopted in each concept. Finally, the research results were discussed, as well as the possibilities of implementing personalized learning in the Brazilian reality.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diferenciação]]></kwd>
<kwd lng="pt"><![CDATA[Educação personalizada]]></kwd>
<kwd lng="pt"><![CDATA[Individualização]]></kwd>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="en"><![CDATA[Differentiation]]></kwd>
<kwd lng="en"><![CDATA[Personalized learning]]></kwd>
<kwd lng="en"><![CDATA[Individualization]]></kwd>
<kwd lng="en"><![CDATA[Metacognition.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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