<?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>S0873-30152020000500023</article-id>
<article-id pub-id-type="doi">10.29352/mill0206e.02.00346</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pedagogia de John Dewey e sua pertinência no 1.º ciclo do ensino básico]]></article-title>
<article-title xml:lang="en"><![CDATA[John Dewey's pedagogy and its relevance in the 1st cycle of basic education]]></article-title>
<article-title xml:lang="es"><![CDATA[La pedagogía de John Dewey y su pertinencia en el primer ciclo de educación básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Jéssica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Estudos - Mentes Incríveis  ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Viseu  ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2020</year>
</pub-date>
<numero>esp6</numero>
<fpage>23</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152020000500023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152020000500023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152020000500023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução: John Dewey é um dos pedagogos mais conceituados do século XX, defendendo a inovação e a experimentação no processo de ensino-aprendizagem, sendo importante refletir acerca destes ideais e a sua relação com a pedagogia no 1.º Ciclo do Ensino Básico (CEB).  Objetivos: Conhecer a perspetiva dos professores do 1.º CEB sobre os ideais pedagógicos de Dewey; perceber se estes recorrem a esta pedagogia e, também, saber quais são as principais dificuldades na sua implementação e as sugestões para as ultrapassar.  Métodos: Investigação transversal, descritiva e comparativa, com recurso ao inquérito por questionário. A amostra foi constituída por 96 professores (84.4% do sexo feminino), com idades entre 25 e 61 anos (M=48.30; DP=6.53), do 1.º CEB de três agrupamentos de escolas do concelho de Viseu.  Resultados: A maioria dos professores perspetiva que o ensino no 1.º CEB assenta nos ideais pedagógicos de Dewey. Contudo, consideraram que há fatores, como o número de alunos por turma ou a extensão dos programas, que constituem obstáculos à ação pedagógica e apresentaram sugestões para os ultrapassar.  Conclusão: Os professores evidenciaram uma perspetiva favorável aos princípios da pedagogia Deweyana, revelando que a sua ação pedagógica se enquadra nesses princípios. Contudo, há sérios constrangimentos que dificultam a sua ação consentânea com estes ideais, que só uma reforma educativa poderá ajudar a ultrapassar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  John Dewey is one of the most renowned pedagogues of the 20th century, defending innovation and experimentation in the teaching-learning process, and so it is important to reflect on these ideals and their relationship with pedagogy in the 1st Cycle of Basic Education (CEB).  Objectives:  To know the perspective of teachers of the 1st CEB about Dewey&#8217;s pedagogical ideals; understand if they employ this pedagogy and perceive what the main barriers to its implementation are and suggestions to overcome them.  Methods  Cross-sectional, descriptive, and comparative research, using a questionnaire. The sample consisted of 96 teachers (84.4% female), aged between 25 and 61 years (M = 48.30; SD = 6.53), from the 1st CEB from three school groupings of the municipality of Viseu (Portugal).  Results:  Most teachers admitted that 1st CEB teaching is based on Dewey's pedagogical ideals. However, they consider that there are factors, like the number of students per class or the extension of the programs, that hinder their pedagogical action and they presented suggestions to overcome them.  Conclusion:  Teachers have a favourable perspective on the principles of Dewey pedagogy, revealing that their pedagogical action is framed by these principles. Nevertheless, there are serious constraints that hinder a consistent action based on these ideals, that only an educational reform can help to overcome.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  John Dewey es uno de los educadores más respetados del siglo XX, defendiendo la innovación y la experimentación en el proceso de enseñanza-aprendizaje, por lo que es importante reflexionar sobre estos ideales y su relación con la pedagogía del 1er Ciclo de Educación Básica (CEB).  Objetivos:  Conocer la perspectiva de los docentes del 1er CEB sobre los ideales pedagógicos de Dewey; entender si recurren a esta pedagogía y también saben cuáles son las principales dificultades en su implementación y las sugerencias para superarlas.  Métodos:  Investigación transversal, descriptiva y comparativa, utilizando una encuesta por cuestionario. La muestra consistió en 96 docentes (84.4% mujeres), con edades comprendidas entre 25 y 61 años (M = 48.30; DP = 6.53), del 1er CEB de tres grupos de escuelas en el municipio de Viseu.  Resultados:  La mayoría de los maestros creen que la enseñanza en el 1er CEB se basa en los ideales pedagógicos de Dewey. Sin embargo, consideran que hay factores, como el número de estudiantes por clase o la extensión de los programas, que dificultan su acción pedagógica y presentan sugerencias para superarlos.  Conclusión:  Los maestros tienen una perspectiva favorable sobre los principios de la pedagogía de Deweyana, revelando que su acción pedagógica cae dentro de estos principios. Sin embargo, existen serias limitaciones que obstaculizan la acción en línea con estos ideales, que solo una reforma educativa puede ayudar a superar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pedagogia de John Dewey]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="pt"><![CDATA[1.º ciclo do ensino básico]]></kwd>
<kwd lng="pt"><![CDATA[princípios teóricos]]></kwd>
<kwd lng="pt"><![CDATA[inovação pedagógica]]></kwd>
<kwd lng="en"><![CDATA[John Dewey&#8217; pedagogy]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[1st cycle of basic education]]></kwd>
<kwd lng="en"><![CDATA[theoretical principles]]></kwd>
<kwd lng="en"><![CDATA[pedagogical innovation]]></kwd>
<kwd lng="es"><![CDATA[pedagogía de John Dewey]]></kwd>
<kwd lng="es"><![CDATA[maestros]]></kwd>
<kwd lng="es"><![CDATA[1er ciclo de educación básica]]></kwd>
<kwd lng="es"><![CDATA[principios teóricos]]></kwd>
<kwd lng="es"><![CDATA[innovación pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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