<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472022000200105</article-id>
<article-id pub-id-type="doi">10.14393/obv6n2.a2022-66643</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A atividade de estudo como processo para a apropriação do conhecimento histórico]]></article-title>
<article-title xml:lang="en"><![CDATA[Study activity as a way to appropriate historical knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Mônica do Carmo Apolinário de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arena]]></surname>
<given-names><![CDATA[Dagoberto Buim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[campus Ji-Paraná Rondônia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unesp  ]]></institution>
<addr-line><![CDATA[campus de Marília São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472022000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000200105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000200105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Pouco a pouco a defesa de uma prática docente que valoriza as aprendizagens dos estudantes, seus processos de apropriação e objetivação do conhecimento, o desenvolvimento da autonomia e de suas capacidades psíquicas mais complexas vão tomando corpo nos espaços escolares por intermédio de pesquisas orientadoras do ensino-aprendizagem. Este artigo resulta de uma pesquisa desenvolvida no Instituto Federal de Rondônia, campus de Ji-Paraná, durante o segundo semestre de 2019, com estudantes do curso Técnico em Informática Integrado ao Ensino Médio. O objetivo esteve centrado em investigar uma metodologia pedagógica intencional e especificamente planejada para a apropriação do conhecimento histórico pelo viés do pensamento teórico-reflexivo. Para tanto, utilizou-se o Experimento Didático-Formativo de natureza dialógica, organizado em uma atividade de estudo, à luz da Teoria Histórico-Cultural. A análise dos dados percorreu o caminho do Materialismo Histórico-Dialético, uma vez que a educação é uma prática social e política produzida nas contradições da vida cotidiana em sociedade. A pertinência dessa discussão configura-se na reflexão sobre a atividade de estudo como caminho para desenvolver nos alunos, sob orientação docente, o pensamento teórico-científico, a compreensão de conceitos nos movimentos da sua historicidade, nas relações, contradições e conexões estabelecidas nesse processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Little by little, the defense of a teaching practice that values students' learning, their processes of appropriation and objectification of knowledge, the development of autonomy and their more complex psychic capacities are taking shape in school spaces through research guiding teaching- learning. This article is the result of a research developed at the Instituto Federal de Rondônia, campus of Ji-Paraná, during the second semester of 2019, with students of the Technical Course in Computer Science Integrated to High School. The objective was centered on investigating an intentional and specifically planned pedagogical methodology for the appropriation of historical knowledge through the bias of theoretical-reflective thinking. For that, the Didactic-Formative Experiment of a dialogical nature was used, organized in a study activity, in the light of the Historical-Cultural Theory. Data analysis followed the path of Historical-Dialectical Materialism, since education is a social and political practice produced in the contradictions of everyday life in society. The relevance of this discussion is configured in the reflection on the study activity as a way to develop in students, under the guidance of teachers, theoretical-scientific thinking, the understanding of concepts in the movements of their historicity, in the relationships, contradictions and connections established in this process.]]></p></abstract>
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<kwd lng="en"><![CDATA[Historical-Cultural Theory]]></kwd>
<kwd lng="en"><![CDATA[Study Activity Theory]]></kwd>
<kwd lng="en"><![CDATA[Historical Knowledge]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da Atividade de Estudo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Histórico]]></kwd>
</kwd-group>
</article-meta>
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