<?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>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242022000100403</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v8i0.8660681</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias Colaborativas na Pós-Graduação Stricto sensu em Educação]]></article-title>
<article-title xml:lang="es"><![CDATA[Metodologías Colaborativas en la Post-Graduación Stricto Sensu en Educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Collaborative Methodologies in Stricto Sensu Postgraduate Studies in Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Allan Solano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Ariele Maria Soares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242022000100403&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242022000100403&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242022000100403&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo objetiva discutir a utilização de metodologias colaborativas na pós-graduação stricto sensu, as quais visam fomentar a imaginação sociológica dos mestrandos. Parte-se do pressuposto de que as metodologias colaborativas possibilitam produzir conhecimento acadêmico com autoconfiança e inovação. Apresenta-se, então, um relato de experiência, vivenciada no Programa de Pós-Graduação em Educação, da Universidade do Estado do Rio Grande do Norte, no semestre letivo 2018.2, envolvendo dois docentes e trinta e cinco mestrandos de três linhas de pesquisa, em uma disciplina obrigatória. Para a sua elaboração, além da produção escrita coletiva dos painéis, foi solicitado o relato individual da experiência de três mestrandas, escolhidas intencionalmente, uma de cada linha, para subsídios empíricos. Os resultados apontam que as metodologias colaborativas possibilitam que cada grupo crie estratégias/encaminhamentos, aguçando a imaginação sociológica dos pós-graduandos com o uso da escrita individual e coletiva. Enfim, os pós-graduandos precisam ser desafiados a fazer experiências novas, a pensar por si nos diferentes espaços da formação. Sem imaginação sociológica aguçada, não há inovação e criação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo discutir la utilización de metodologías colaborativas en la post-graduación stricto sensu, las cuales visan fomentar la imaginación sociológica de los alumnos de maestría. Partiendo del presupuesto de que las metodologías colaborativas posibilitan producir conocimiento académico con autoconfianza e innovación. Preséntase, entonces, un relato de experiencia, vivida en el Programa de Postgrado en Educación, de la Universidade do Estado do Rio Grande do Norte, en el semestre lectivo 2018.2, envolviendo dos docentes y treinta y cinco alumnos de maestría de tres líneas de pesquisa, en una disciplina obligatoria. Para su elaboración, además de la producción escrita colectiva de los paneles, fue solicitado el relato individual de la experiencia de tres alumnas del programa de post-graduación, escogidas intencionalmente, una de cada línea, para subsidios empíricos. Las metodologías colaborativas posibilitan cada uno de los grupos crear estrategias/encaminamientos, afilando la imaginación sociológica de los discentes del postgrado con el uso de la escrita individual y colectiva. En resumen, los estudiantes de la post-graduación precisan ser desafiados a hacer nuevas experiencias y pensar de forma autónoma en los diferentes espacios de la formación. Sin la imaginación sociológica afilada no hay innovación y creación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to discuss the use of collaborative methodologies in stricto sensu postgraduate studies, which aim to promote sociological imagination of master students. It is assumed that collaborative methodologies enable to produce academic knowledge with self-confidence and innovation. It then presents itself as an experience report, lived in the Postgraduate Program in Education, from the Universidade do Estado do Rio Grande do Norte, in the academic semester of 2018.2, involving two professors and thirty-five master´s students from three lines of research, in a mandatory subject. For its elaboration, beyond the collective written production of the panels, it was requested the individual report of three master&#8217;s students, intentionally chosen, one of each line, for empiric subsidies. The collaborative methodologies enabel each group to create strategies/referrals, shapening the sociological imagination of graduate students, using the individual and collective writing. Finally, graduate students must be challenged to do new experiences, to think for themselves in the different training spaces. Without keen sociological imagination, there is no innovation and creation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metodologias colaborativas]]></kwd>
<kwd lng="pt"><![CDATA[Imaginação sociológica]]></kwd>
<kwd lng="pt"><![CDATA[Pós-graduação]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="es"><![CDATA[Metodologías colaborativas]]></kwd>
<kwd lng="es"><![CDATA[Imaginación sociológica]]></kwd>
<kwd lng="es"><![CDATA[Post-graduación]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="en"><![CDATA[Collaborative methodologies]]></kwd>
<kwd lng="en"><![CDATA[Sociological imagination]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[A Sociedade do Conhecimento realmente existente na perspectiva do desenvolvimento desigual]]></article-title>
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<person-group person-group-type="author">
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