<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822018000100005</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v23i47.1109</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A aprendizagem colaborativa, porquê?]]></article-title>
<article-title xml:lang="en"><![CDATA[Collaborative learning, why?]]></article-title>
<article-title xml:lang="es"><![CDATA[El aprendizaje colaborativo, ¿por qué?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Gorete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Madeira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>47</numero>
<fpage>5</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822018000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822018000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822018000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo pretende situar a aprendizagem colaborativa, cujo referencial te&#243;rico assenta na concep&#231;&#227;o construtivista da aprendizagem. Essa concep&#231;&#227;o privilegia o sentido e a sua constru&#231;&#227;o, sendo que a aprendizagem &#233; a "constru&#231;&#227;o de sentido". O ambiente de aprendizagem adquire uma nova import&#226;ncia no quadro desta abordagem, nomeadamente na contextualiza&#231;&#227;o das aprendizagens e nos processos de participa&#231;&#227;o do indiv&#237;duo na comunidade, atrav&#233;s dos quais se desenvolvem pr&#225;ticas colaborativas. Nessa perspetiva as conce&#231;&#245;es construtivistas assumem particular relevo no quadro atual da interven&#231;&#227;o educativa e da pr&#225;tica pedag&#243;gica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article intends to situate collaborative learning, whose theoretical reference is based on the constructivist conception of learning. This conception privileges meaning and its construction, and learning is the "construction of meaning". The learning environment acquires a new importance in this approach, namely in the contextualization of learning and in the processes of individual participation in the community through which collaborative practices are developed. In this perspective the constructivist concepts assume particular importance in the current moment of educational intervention and pedagogical practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo pretende situar el aprendizaje colaborativo, cuyo referencial te&#243;rico se basa en la concepci&#243;n constructivista del aprendizaje. Esta concepci&#243;n privilegia el sentido y su construcci&#243;n, siendo que el aprendizaje es la "construcci&#243;n de sentido". El ambiente de aprendizaje adquiere una nueva importancia en el marco de este enfoque, en particular en la contextualizaci&#243;n de los aprendizajes y en los procesos de participaci&#243;n del individuo en la comunidad, a trav&#233;s de los cuales se desarrollan pr&#225;cticas colaborativas. En esta perspectiva las concepciones constructivistas asumen particular relieve en el cuadro actual de la intervenci&#243;n educativa y de la pr&#225;ctica pedag&#243;gica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[construtivismo]]></kwd>
<kwd lng="pt"><![CDATA[teoria sociocultural]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[zona de desenvolvimento proximal]]></kwd>
<kwd lng="pt"><![CDATA[competências]]></kwd>
<kwd lng="en"><![CDATA[constructivism]]></kwd>
<kwd lng="en"><![CDATA[sociocultural theory]]></kwd>
<kwd lng="en"><![CDATA[collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[zone of proximal development]]></kwd>
<kwd lng="en"><![CDATA[competences]]></kwd>
<kwd lng="es"><![CDATA[constructivismo;, teoría sociocultural]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[zona de desarrollo proximal]]></kwd>
<kwd lng="es"><![CDATA[competencias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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