<?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>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152020000100013</article-id>
<article-id pub-id-type="doi">10.29352/mill0211.01.00255</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Critical thinking to build creative solutions: prolearn4all project contributions]]></article-title>
<article-title xml:lang="pt"><![CDATA[O pensamento crítico na construção de soluções criativas: contributos do projeto prolearn4all]]></article-title>
<article-title xml:lang="es"><![CDATA[El pensamiento crítico en la construcción de soluciones creativas: contribuciones del proyecto prolearn4all]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fragata]]></surname>
<given-names><![CDATA[Nuno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mangas]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Politécnico de Leiria Escola Superior de Artes e Design LIDA]]></institution>
<addr-line><![CDATA[Caldas da Rainha ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Politécnico de Leiria Escola Superior de Educação e Ciências Sociais CI&amp;DEI/CICS.NOVA.IPLeiria-iACT]]></institution>
<addr-line><![CDATA[Leiria ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Politécnico de Leiria Escola Superior de Educação e Ciências Sociais CICS.NOVA.IPLeiria-iACT/CI&amp;DEI]]></institution>
<addr-line><![CDATA[Leiria ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>04</month>
<year>2020</year>
</pub-date>
<numero>11</numero>
<fpage>13</fpage>
<lpage>19</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152020000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152020000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152020000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The Learning Products for ALL (ProLearn4ALL) is a project which aims to make children aware of difference in the primary schools, with accessible multiform products, developed by higher education students. This process, which is founded on Problem Based Learning (PBL) methodologies, has as its main phases: the conceptualization of products and prototypes; pilot test; revision, reformulation and validation of products; and, finally the production and dissemination of a pedagogical kit.  Objectives:  The paper presents the PBL methodology as an active process used to develop critical thinking through the use of proposed prototype solutions to solve non-routine problems.  Methods:  Applying PBL methodology, the process started with the theoretical contextualization of the four main domains of disability (hearing, intellectual, motor, visual) and with the creation of prototypes, by students in the areas of Social Sciences and Education, to highlight the characteristics of each domain. Subsequently, Arts and Design students were asked to create playful and accessible products, based on the prototypes that were previously built.  Results:  Students were challenged to put themselves in the places of people with disability by using specific restrictions, created as thematic introductions to the proposed challenges. In this sense, the products were made with higher level of awareness, as students were simultaneously producers and users.  Conclusion:  The multiple reflections, during and after the production of the resources, allowed a constant process of research, validation and exclusion of solutions to occur, which progressively led to the construction of the final Pedagogical Kit.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  Maletas Pedagógicas para TODOS (ProLearn4ALL) é um projeto que pretende aumentar a consciência das crianças do 1º Ciclo do Ensino Básico para a diferença, através de produtos acessíveis em multiformato, construídos por estudantes do ensino superior. Este processo, fundamentado nas metodologias de Aprendizagem Baseada em Problemas (ABP), tem como principais fases a conceptualização de protótipos; o teste piloto; a revisão, reformulação e validação de produtos e, por fim, a produção de uma maleta pedagógica e respetiva disseminação.  Objetivos:  O artigo apresenta a metodologia ABP como um processo ativo para desenvolver o pensamento crítico, através da procura de soluções que resolvam problemas não rotineiros.  Métodos:  Aplicando a metodologia ABP, partiu-se da contextualização teórica dos quatro grandes domínios da deficiência (motora, visual, surda, intelectual) e da criação, por estudantes das áreas das Ciências Sociais e Educação, de protótipos que evidenciassem as características de cada um desses domínios. Posteriormente, os estudantes das áreas das Artes e do Design foram convidados a desenvolver produtos lúdicos e acessíveis, baseados nos protótipos previamente construídos.  Resultados:  Os estudantes posicionaram-se no lugar das pessoas com deficiência, usando restrições específicas, criadas como introduções temáticas aos desafios propostos. Nesse sentido, os recursos foram construídos com maior nível de consciência, pois os estudantes eram simultaneamente produtores e recetores.  Conclusões:  As múltiplas reflexões, durante e após a produção, permitiram um constante processo de investigação, validação e exclusão de soluções que levaram progressivamente à construção de uma Maleta Pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Maletas Pedagógicas para TODOS (ProLearn4ALL) es un proyecto cuyo objetivo es aumentar la consciencia de la diferencia en niños y niñas del 1º Ciclo de Enseñanza Básica (6-10 años), a través de productos disponibles en multiformato, elaborados por estudiantes de la enseñanza superior. Este proceso, asentado en las metodologías de Aprendizaje Basada en Problemas (ABP), tiene como principales fases la conceptualización de prototipos; la prueba piloto; la revisión, la reformulación y la validación de productos y, por último, la producción de una maleta pedagógica y correspondiente difusión.  Objetivos:  El artículo presenta la metodología ABP en tanto que proceso activo para desarrollar el pensamiento crítico, mediante la búsqueda de soluciones que resuelvan problemas no rutinarios.  Métodos:  Siguiendo la metodología ABP, se partió de la contextualización teórica de los cuatro grandes dominios de la discapacidad (motora, visual, auditiva, intelectual) y de la confección, por parte de estudiantes de las áreas de las Ciencias Sociales y de la Educación, de prototipos que pusiesen de manifiesto las características de cada uno de aquellos dominios. Posteriormente, se pidió a los estudiantes de las áreas de las Artes y del Diseño que desarrollasen productos lúdicos y accesibles, basados en los prototipos previamente confeccionados.  Resultados:  Los estudiantes se pusieron en el lugar de las personas con discapacidad, utilizando restricciones específicas, creadas como introducciones temáticas a los desafíos propuestos. En ese sentido, los recursos fueron elaborados con un mayor nivel de consciencia, teniendo en cuenta que los estudiantes eran a la vez productores y recetores.  Conclusiones:  Las numerosas reflexiones, durante y después de la elaboración, permitieron un constante proceso de la investigación, validación y exclusión de soluciones que condujeron progresivamente a la confección de una Maleta Pedagógica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Problem-based Learning]]></kwd>
<kwd lng="en"><![CDATA[Critical Thinking]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[ProLearn4ALL Project]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento Crítico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Projeto ProLearn4ALL]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Basado en Problemas]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento Crítico]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
<kwd lng="es"><![CDATA[Proyecto ProLearn4ALL]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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