<?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>S2176-66812022000300764</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.103i265.5160</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os museus virtuais enquanto campo de conhecimento na formação inicial do pedagogo]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual museums as a field of knowledge in the initial formation of the teacher]]></article-title>
<article-title xml:lang="es"><![CDATA[Los museos virtuales como campo de conocimiento en la formación inicial del pedagogo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa Junior]]></surname>
<given-names><![CDATA[Waldemir Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Luiz Carlos Cerquinho de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thomé]]></surname>
<given-names><![CDATA[Zeina Rebouças Corrêa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas (Ufam).  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Amazonas (Ufam)  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Amazonas (Ufam)  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal do Amazonas (UFAM)  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC)  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>103</volume>
<numero>265</numero>
<fpage>764</fpage>
<lpage>785</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812022000300764&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812022000300764&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812022000300764&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O principal objetivo deste artigo é refletir sobre os museus virtuais como campo de construção de conhecimento na formação inicial do pedagogo. É um estudo propositivo, desenvolvido com base em levantamento bibliográfico e estudo exploratório, tratando das possibilidades de construção do conhecimento histórico e geográfico pelo futuro docente. Evidencia-se como mediação o total de 47 museus virtuais, sendo 25 disponíveis no portal Era Virtual e 22 na plataforma Museusbr, tendo em vista que a implementação da proposta curricular da Base Nacional Comum Curricular (BNCC) constitui uma das demandas recentes na formação de professores. Compreende-se que os museus virtuais são campos de conhecimento, nos quais os professores em formação inicial têm, entre outras possibilidades: a descoberta de objetos de conhecimento ali existentes; a construção de estruturas cognitivas; a aquisição do conhecimento histórico e geográfico. A ação didática com os museus virtuais possibilita ao pedagogo em formação inicial a apropriação de unidades temáticas, objetos de conhecimento e habilidades propostos pela BNCC, para as aulas de História e Geografia no 5º ano do ensino fundamental. Portanto, os museus virtuais são &#8220;laboratórios&#8221; de experimentações na formação inicial do professor, favorecendo a construção de noções sobre espaço-tempo e a aquisição de competências e habilidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims mainly to reflect on virtual museums as a field of knowledge construction in the initial formation of teachers. This is a propositional study, developed from a bibliographic survey and exploratory study, dealing with the future teacher&#8217;s possibilities of constructing historical and geographic knowledge. A total of 47 virtual museums are evidenced as mediation, 25 of which are available on the Era Virtual portal and 22 on the Museusbr platform, considering that implementing the curricular proposal of the document Base Nacional Comum Curricular (BNCC) is one of the recent demands in teacher training. Virtual museums are understood as fields of knowledge, in which initial training teachers are given, among others, such possibilities: to discover knowledge objects there; to construct cognitive structures; to acquire historical and geographic knowledge. Didactic action with virtual museums enables the teacher in initial formation to appropriate thematic units, objects of knowledge and the skills BNCC proposes for 5th-year-elementary History and Geography classes. Therefore, virtual museums are "laboratories" for experimenting in the education of initial teachers, favoring the construction of notions about space-time and the acquisition of skills and abilities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El principal objetivo de este artículo es reflexionar sobre los museos virtuales como campo de construcción del conocimiento en la formación inicial del Pedagogo. Se trata de un estudio proposicional, desarrollado a partir de un relevamiento bibliográfico y un estudio exploratorio, que aborda las posibilidades de construcción del conocimiento histórico y geográfico por parte del futuro docente. Un total de 47 museos virtuales se evidencian como mediación, de los cuales 25 están disponibles en el Portal Era Virtual y 22 en la Plataforma Museusbr, considerando que la implementación de la propuesta curricular del BNCC es una de las demandas recientes en la formación del profesorado. Se entiende que los museos virtuales son campos de conocimiento, en los que los docentes en formación inicial tienen, entre otras posibilidades: el descubrimiento de los objetos de conocimiento que allí existen; construcción de estructuras cognitivas; la adquisición de conocimientos históricos y geográficos. La acción didáctica con los museos virtuales habilita al Pedagogo en formación inicial a apropiarse de las unidades temáticas, objetos de conocimiento y destrezas propuestos por el BNCC, para las clases de Historia y Geografía en el 5º año de Educación Primaria. Por tanto, los museos virtuales son &#8220;laboratorios&#8221; de experimentación en la formación inicial del profesorado, favoreciendo la construcción de nociones sobre el espacio-tiempo y la adquisición de competencias y habilidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[museus virtuais]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[formação do professor.]]></kwd>
<kwd lng="en"><![CDATA[virtual museums]]></kwd>
<kwd lng="en"><![CDATA[knowledge]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="es"><![CDATA[museos virtuales]]></kwd>
<kwd lng="es"><![CDATA[conocimiento]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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