<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592021000105004</article-id>
<article-id pub-id-type="doi">10.18593/r.v46.27248</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As pesquisas sobre casos de ensino: uma revisão integrativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Research on teaching cases: an integrative review]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigación sobre los casos de enseñanza: una revisión integrativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calil]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Patrícia Albieri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tinti]]></surname>
<given-names><![CDATA[Douglas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Taubaté Mestrado Profissional em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Carlos Chagas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Ouro Preto Departamento de Educação Matemática ]]></institution>
<addr-line><![CDATA[ ]]></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=S2177-60592021000105004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000105004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000105004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente texto apresenta um balanço das tendências e características das produções sobre casos de ensino a partir de pesquisas realizadas no Brasil, no período de 2000 a 2020. Foram utilizados como corpus de análise os trabalhos apresentados nas reuniões anuais da Anped, as dissertações e teses disponíveis na Biblioteca Digital de Teses e Dissertações e, ainda, os artigos disponíveis no website do SciELO e do Educ@. Destacam-se nos achados da revisão o baixo número de produções em duas décadas. Os casos de ensino são utilizados nas pesquisas como dispositivo de formação, como instrumento de investigação ou para ambos os fins, o que representa a maioria. Observou-se uma concentração de estudos com professores da educação infantil, dos anos iniciais, da área de matemática e, também, aqueles que trabalham com alunos com deficiência. Nos demais segmentos, modalidades e áreas de conhecimento os estudos ainda são incipientes. As principais contribuições do uso de casos de ensino dizem respeito aos conhecimentos mobilizados pela sua utilização e ao papel da reflexão na análise das narrativas. O estudo evidencia a importância de uma agenda de pesquisa sobre casos de ensino na formação de professores que possa oferecer aos programas de formação inicial e continuada de professores não só os elementos da pedagogia baseada em casos, mas, sobretudo, um entendimento mais profundo do processo de aprender a ensinar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This text presents a balance of the trends and characteristics of the productions on teaching cases based on research conducted in Brazil in the period ranging from 2000 to 2020. Work presented at Anped's annual meetings, the dissertations and theses available on the Digital Theses and Dissertations Library, and the articles available on the SciELO and Educ@ websites were used as the corpus-based analysis. The small number of productions in two decades stands out in review findings. Teaching cases are used in research as a training device, as a research tool, or for both purposes, which represents the majority. There was a concentration of studies with teachers of early childhood education, of the early years, of the area of mathematics, and of those working with students with disabilities. Studies are still incipient in other segments, modalities, and areas of knowledge. The main contributions made by using teaching cases concern the knowledge set into motion by their use and the role of reflection in the analysis of the narratives. The study highlights the importance of a research agenda on teaching cases in teacher education that can offer initial and continuing teacher education programs, not only the elements of case-based pedagogy, but, above all, a deeper understanding of the process of learning to teach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este texto presenta un balance de las tendencias y características de las producciones sobre casos de enseñanza a partir de investigaciones realizadas en Brasil en el período 2000 a 2020. Se utilizaron como corpus de análisis los trabajos presentados en las reuniones anuales de Anped, las disertaciones y tesis disponibles en la Biblioteca Digital de Tesis y Disertaciones y los artículos disponibles en el sitio web de las bases de datos SciELO y Educ@. El bajo número de producciones en dos décadas destaca en los hallazgos de la revisión. Los casos de enseñanza se utilizan en la investigación como dispositivo de formación, como herramienta de investigación o para ambos fines, lo que representa la mayoría. Se observó una concentración de estudios con profesores de educación infantil, de matemáticas y también con los que trabajan con alumnos con discapacidad. En los demás segmentos, modalidades y áreas de conocimiento los estudios son aún incipientes. Las principales aportaciones del uso de casos de enseñanza se refieren al conocimiento movilizado por su uso y al papel de la reflexión en el análisis de las narraciones. El estudio pone de relieve la importancia de un programa de investigación sobre casos de enseñanza en la formación del profesorado, que ofrezca a los programas de formación inicial y continua del profesorado no solo los elementos de la pedagogía basada en casos, sino también y sobre todo una comprensión más profunda del proceso de aprender a enseñar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[casos de ensino]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[revisão integrativa.]]></kwd>
<kwd lng="en"><![CDATA[teaching cases]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[integrative review.]]></kwd>
<kwd lng="es"><![CDATA[casos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[revisión integradora.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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