<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812020000300752</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.101i259.3952</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trabalho pedagógico nos cursos de licenciatura da Universidade Estadual de Londrina: metodologias em questão]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical work in Universidade Estadual de Londrina courses: methodologies in question]]></article-title>
<article-title xml:lang="es"><![CDATA[Trabajo pedagógico en los cursos de formación de profesores de la Universidade Estadual de Londrina: metodologías en cuestión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocateli]]></surname>
<given-names><![CDATA[Adrielly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Sandra Aparecida Pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galvão]]></surname>
<given-names><![CDATA[Rosangela Miola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casagrande]]></surname>
<given-names><![CDATA[Fernanda Couto Guimarães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Centro Universitário Filadélfia (Unifil)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></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>101</volume>
<numero>259</numero>
<fpage>752</fpage>
<lpage>770</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812020000300752&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812020000300752&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812020000300752&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo analisa o trabalho pedagógico desenvolvido por professores de dez cursos de licenciatura da Universidade Estadual de Londrina (UEL) no que concerne ao uso de metodologias em sala de aula. A pesquisa é descritiva, com abordagem dialética, e utilizou como instrumento para a coleta de dados questionário estruturado on-line enviado aos docentes. Na análise dos resultados, foram utilizados os dados obtidos pelo instrumento SPSS e pela escala Likert, com enfoque qualitativo dos gráficos para verificar o uso ou não de metodologias dialéticas, visto que a pesquisa se embasa na teoria histórico-cultural. Os resultados indicam que os professores usam metodologias, e, alicerçados nelas, assumem o papel de mediadores para a transformação dos conceitos dos discentes, perfazendo o processo que consiste na ascensão do conceito cotidiano ao conceito científico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to analyze the pedagogical work developed by university professors in undergraduate courses regarding the use of methodologies in the classroom. The investigation of this subject is justified by the fact that professors of undergraduate courses become a reference to the pedagogical actions of teachers of basic education in elementary and high school courses, since reflecting on methodologies in higher education is necessary for the production of new knowledge in this field. University professors of 10 undergraduate courses at the State University of Londrina participated in this descriptive research. It uses a dialectical approach, and a structured online questionnaire via google docs sent by e-mail to higher education teachers was the tool used for data collection. The SPSS tool and the Likert scale were used to obtain the data used to analyze the results. A qualitative approach to the charts was chosen in order to understand the use of dialectic methodologies or their absence, since the theoretical basis adopted by this study is Historical-Cultural Theory. The results indicate that professors do use methodologies, assuming the role of mediators for the transformation of students' concepts, giving way to the process that consists on elevating daily concepts to scientific concepts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tuvo por objetivo analizar el trabajo pedagógico desarrollado por los profesores universitarios en los cursos de formación de profesores en relación con el uso de metodologías en el aula. La investigación de este tema se justifica por el hecho de que el profesor universitario se convierte en una referencia para la acción docente de los profesores de educación básica en los cursos de primaria y secundaria, en el caso de los cursos de formación de profesores, mientras que la reflexión de las metodologías en la educación superior es necesaria para la producción de nuevos conocimientos en este campo. Los participantes en la investigación son los profesores universitarios de 10 cursos de formación de profesores de la Universidad Estatal de Londrina. La investigación es descriptiva, con un enfoque dialéctico, y se utiliza como herramienta de recopilación de datos el cuestionario estructurado en línea del Google Docs, que fue enviado por correo electrónico a los profesores de educación superior. Para el análisis de los resultados de la investigación, fueron utilizados los datos obtenidos por el instrumento SPSS y la escala de Likert, con un enfoque cualitativo de los gráficos para comprender o no el uso de metodologías dialécticas, ya que la base teórica adoptada es la Teoría Histórico-cultural. Los resultados indican que los profesores utilizan metodologías en las que asumen el papel de mediadores para la transformación de los conceptos de los estudiantes, conformando el proceso que consiste en la ascensión del concepto cotidiano al concepto científico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[docência no ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[metodologia]]></kwd>
<kwd lng="en"><![CDATA[bachelor degrees]]></kwd>
<kwd lng="en"><![CDATA[methodologies]]></kwd>
<kwd lng="en"><![CDATA[teaching in higher education]]></kwd>
<kwd lng="es"><![CDATA[docencia en educación superior]]></kwd>
<kwd lng="es"><![CDATA[grados de licenciatura]]></kwd>
<kwd lng="es"><![CDATA[metodologías]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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