<?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>2238-1279</journal-id>
<journal-title><![CDATA[Revista Educação e Cultura Contemporânea]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. e Cult. Contemp.]]></abbrev-journal-title>
<issn>2238-1279</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estácio de Sá - Programa de Pós-graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-12792018000300452</article-id>
<article-id pub-id-type="doi">10.5935/2238-1279.20180065</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Analysis of the Theory of Constraints for Education and its impact on educational systems]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise da Teoria das Restrições para a Educação e seu impacto nos sistemas educacionais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Stela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Castro]]></surname>
<given-names><![CDATA[Ronaldo Moreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto de Educação Continuada da PUC/Minas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>15</volume>
<numero>40</numero>
<fpage>452</fpage>
<lpage>474</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-12792018000300452&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-12792018000300452&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-12792018000300452&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[There has been a continuous adjustment of educational proposals for the past decades, as well as an increase in the number of scientific studies that aim to understand the inner workings of the teaching and learning process and that seek to establish more successful educational strategies and practices. Yet, a large number of schools around the world are still experiencing educational problems, namely in terms of ineffective teaching methodologies that are incompatible with the cyberculture lifestyle, demands and expectations of the 21st century student. This article discusses a teaching methodology that is deep-rooted in a well-established business management method that employs the Socratic method of questioning. By evaluating cause and effect, individuals are urged to question and to investigate for themselves to find the best suited answers to those questions. Thus, students that are typically given the answers to all questions are encouraged to seek their own answers. As a result, they will develop a greater sense of participation and responsibility and become more committed to their learning. This article will examine an approach known as Theory of Constraints for Education and its educational implications for Brazilian schools and for educational systems in countries where it has already been implemented in schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract A sucessiva mudança de paradigmas educacionais tem sido evidente nas últimas décadas, assim como a proliferação de estudos científicos que visam aprofundar o conhecimento sobre os contornos do processo ensino-aprendizagem e delinear estratégias e práticas educacionais que sejam cada vez mais eficazes. Todavia, escolas em todo o mundo continuam registrando problemas educacionais derivados de metodologias de ensino inadequadas e pouco efetivas para o alunado do século XXI, que está cada vez mais conectado ao mundo virtual. Este artigo apresenta a discussão de uma metodologia de ensino baseada em um consagrado método de gestão empresarial, cuja operacionalização se dá através da utilização do Método Socrático e sua forma específica de questionamento. Através da avaliação de causa-efeito, o indivíduo é instigado a questionar e a averiguar por si próprio as possíveis respostas para seus questionamentos. Destarte, o aluno habituado a receber respostas prontas é incentivado a buscar as suas próprias respostas, o que incute nele um maior sentido de participação, responsabilidade e compromisso com o seu aprendizado. A seguir, vamos discutir um método conhecido como Teoria das Restrições para a Educação e examinar suas implicações educacionais para a escola brasileira e refletir sobre o que já está ocorrendo nos países onde já está implantado na escola.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Theory of Constraints]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical innovation]]></kwd>
<kwd lng="en"><![CDATA[Teaching methodology]]></kwd>
<kwd lng="pt"><![CDATA[Teoria das Restrições]]></kwd>
<kwd lng="pt"><![CDATA[Inovação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Método de ensino]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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