<?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>S2178-52012023000100207</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v45i1.52913</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sequência Fedathi: uma proposta metodológica para o ensino fundamental e médio na Guiné-Bissau]]></article-title>
<article-title xml:lang="es"><![CDATA[Secuencia Fedathi: una propuesta metodológica para la escuela fundamental y secundaria en Guinea-Bissau]]></article-title>
<article-title xml:lang="en"><![CDATA[Fedathi sequence: a methodological proposal for fundamental and high school in Guinea-Bissau]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges Neto]]></surname>
<given-names><![CDATA[Hermínio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cá]]></surname>
<given-names><![CDATA[Cristina Mandau Ocuni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Antonia Lis de Maria Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Ana Cláudia Uchôa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. A Educação Básica na Guiné-Bissau ainda é uma preocupação para a sociedade guineense e, em especial, para especialistas da área da educação. Diante deste cenário, torna-se necessário pensar numa atuação docente como alternativa para refletir a prática docente do país aqui tratado. Nessa perspectiva, a Sequência Fedathi, como uma metodologia de ensino, torna-se uma das propostas para refletir a prática de ensino guineense. Assim, o principal objetivo deste artigo é apresentar a Sequência Fedathi como uma proposta metodológica capaz de melhorar o processo de ensino-aprendizagem no Ensino Fundamental e Médio na Guiné-Bissau. Nessa perspectiva, o artigo fez uso de uma metodologia de base analítica, cujas fontes utilizadas foram a pesquisa bibliográfica e documental. Essa produção ressalta-se como importante para a reflexão sobre a educação básica guineense, direcionando-se às autoridades guineenses, aos profissionais e pesquisadores da educação, e aos leitores, de modo geral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. La educación básica en Guinea-Bissau sigue siendo una preocupación para la sociedad guineana y, en particular, para los especialistas en el campo de la educación. En vista de este escenario, se hace necesario pensar en la enseñanza como una alternativa para reflejar la práctica docente del país tratado aquí. En esta perspectiva, la secuencia Fedathi, como metodología de enseñanza, se convierte en una de las propuestas para reflejar la práctica docente guineana. Por lo tanto, el objetivo principal de este artículo es presentar la secuencia Fedathi como una propuesta metodológica capaz de mejorar el proceso de enseñanza-aprendizaje en la educación primaria y secundaria en Guinea-Bissau. En esta perspectiva, el artículo utilizó una metodología analítica basada, cuyas fuentes utilizadas fueron la investigación bibliográfica y documental. Esta producción se destaca como importante para reflexionar sobre la educación básica guineana, dirigida a las autoridades guineanas, profesionales de la educación e investigadores, y lectores en general.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Basic Education in Guinea-Bissau is still a concern for the Guinean society and, particularly, for specialists in the field of education. Given this scenario, it becomes necessary to think of a teaching performance as an alternative to reflect the teaching practice of the country treated here. In this perspective, the Fedathi Sequence, as a teaching methodology, becomes one of the proposals to reflect the Guinean teaching practice. Thus, the main objective of this article is to present the Fedathi Sequence as a methodological proposal capable of improving the teaching-learning process in Elementary and High School in Guinea-Bissau. In this perspective, the article made use of a methodology of analytical base, whose sources used were the bibliographical and documentary research. This production stands out as important for the reflection on Guinean basic education, being directed to the Guinean authorities, the professionals and researchers of education, and the readers, in general.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Guiné-Bissau]]></kwd>
<kwd lng="pt"><![CDATA[sequência fedathi]]></kwd>
<kwd lng="pt"><![CDATA[prática de ensino]]></kwd>
<kwd lng="es"><![CDATA[Guinea-Bissau]]></kwd>
<kwd lng="es"><![CDATA[cuerda de fedathi]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="en"><![CDATA[Guinea-Bissau]]></kwd>
<kwd lng="en"><![CDATA[fedathi sequence]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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