<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012022000100205</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v44i1.53601</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sala de aula invertida com aprendizagem baseada em problemas e orientação por meio de projeto, apoiada pela gestão do conhecimento]]></article-title>
<article-title xml:lang="es"><![CDATA[Aula invertida con orientación y aprendizaje basado en problemas a través del proyecto, con el apoyo de la gestión del conocimiento]]></article-title>
<article-title xml:lang="en"><![CDATA[Inverted classroom with problem-based learning and guidance through project, supported by knowledge management]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fiorini]]></surname>
<given-names><![CDATA[Daniela Bissoli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Iara Carnevale de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lazaretti]]></surname>
<given-names><![CDATA[Maria Gabriela Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Forno]]></surname>
<given-names><![CDATA[Leticia Fleig Dal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade UniCesumar Programa de Pós-Graduação em Gestão do Conhecimento nas Organizações ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade UniCesumar Curso de Engenharia de Software ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012022000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012022000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012022000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. A Educação Superior tem passado por um processo de ressignificação de seus processos pedagógicos, pois contemporaneamente a concepção tradicional de ensino não pode mais ser admitida, uma vez que considera que o aluno não faz parte da construção e do desenvolvimento do conhecimento, mas é apenas um espectador do professor. Assim, atualmente, as metodologias ativas têm destaque, pois procuram estimular uma aprendizagem prática profissional dos alunos. O presente artigo tem o objetivo de apresentar como as práticas e ferramentas da Gestão do Conhecimento (GC) podem ser integradas no planejamento de uma sequência de aulas que segue a proposta de Sala de Aula Invertida com Aprendizagem baseada em Problemas e Orientação por meio de Projeto. A metodologia adotada é de natureza aplicada com abordagem qualitativa, sendo realizados pesquisa bibliográfica exploratória e estudo de caso em uma disciplina do curso de Engenharia de Software na modalidade presencial. A coleta de dados foi desenvolvida por meio de estudo documental do registro das aulas do professor. A análise de conteúdo permitiu verificar quais são as facilidades e dificuldades em aplicar o planejamento de aulas proposto. Este artigo demonstra que a proposta de sala de aula invertida aplicando PBL e OMP com práticas e ferramentas de GC pode ser uma proposta pedagógica que permite que ocorra ciclo da GC entre alunos e professores, tanto no modo presencial quanto no virtual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. La Educación Superior ha atravesado un proceso de replanteamiento de sus procesos pedagógicos, porque al mismo tiempo el concepto tradicional de enseñanza ya no puede ser aceptado, ya que considera que el alumno no es parte de la construcción y desarrollo del conocimiento, sino sólo espectador. del maestro. Actualmente, destacan las metodologías activas, que buscan estimular el aprendizaje práctico profesional de los estudiantes. Este artículo tiene como objetivo presentar cómo las prácticas y herramientas de Gestión del Conocimiento (KM) se pueden integrar en la planificación de una secuencia de clases que sigue la propuesta de Aula Invertida basada en Problemas y Orientación por Proyecto. La metodología adoptada es de carácter aplicado con enfoque cualitativo, realizándose investigación bibliográfica exploratoria y estudio de caso en una disciplina del curso de Ingeniería de Software en la modalidad presencial. La recolección de datos se desarrolló a través de un estudio documental del registro de las clases del profesor. El análisis de contenido permitió verificar las facilidades y dificultades de aplicar la planificación de lecciones propuesta. Este artículo demuestra que la propuesta de aula invertida aplicando PBL y OMP con prácticas y herramientas de KM puede ser una propuesta pedagógica que permita que el ciclo de KM ocurra entre estudiantes y docentes, tanto en el aula como en la modalidad virtual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Higher Education has gone through a resignification process of its pedagogical processes, as the traditional concept of teaching can no longer be accepted. Traditional teaching disregards the student as part of knowledge construction and development, and considers them as mere spectators of the teacher. Currently, active methodologies stand out, as they seek to stimulate students' professional practical learning. This article aims to present how Knowledge Management (KM) practices and tools can be integrated in the planning of a sequence of classes that follows the proposal of the Flipped Classroom based on Project Problems and Orientation. The methodology is applied in nature with a qualitative approach, with exploratory bibliographical research and a case study carried out in a subject of a face-to-face Software Engineering course. Data collection was developed through a document study of the professor&#8217;s class records. The content analysis allowed us to verify the easiness and difficulties of applying the proposed lesson planning. This article demonstrates that the flipped classroom proposal applying Problem-Based Learning and Organizational Management Project with KM practices and tools can be a pedagogical proposal to allow the KM cycle to occur between students and teachers, both face-to-face and online.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[planejamento de aulas com metodologias ativas]]></kwd>
<kwd lng="pt"><![CDATA[estudo de caso]]></kwd>
<kwd lng="pt"><![CDATA[práticas e ferramentas da GC]]></kwd>
<kwd lng="pt"><![CDATA[sala de aula invertida]]></kwd>
<kwd lng="es"><![CDATA[planificación de lecciones con metodologías activas]]></kwd>
<kwd lng="es"><![CDATA[estudio de caso]]></kwd>
<kwd lng="es"><![CDATA[prácticas y herramientas de GC]]></kwd>
<kwd lng="es"><![CDATA[aula invertida]]></kwd>
<kwd lng="en"><![CDATA[lesson planning with active methodologies]]></kwd>
<kwd lng="en"><![CDATA[case study]]></kwd>
<kwd lng="en"><![CDATA[KM practices and tools]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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