<?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>2215-3535</journal-id>
<journal-title><![CDATA[Actualidades en Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Psi]]></abbrev-journal-title>
<issn>2215-3535</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigaciones Psicológicas, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-35352020000200033</article-id>
<article-id pub-id-type="doi">10.15517/ap.v34i129.34652</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As representações sociais de aprendizagem compartilhadas por professores da rede privada: estudo comparativo]]></article-title>
<article-title xml:lang="pt"><![CDATA[Teachers&#8217; social representations of Learning shared by private school: a comparative study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Ana Amábile Gabrielle Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Ludgleydson Fernandes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Negreiros]]></surname>
<given-names><![CDATA[Fauston]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Delta do Parnaíba- UFDPar Programa de Pós-Graduação em Psicologia ]]></institution>
<addr-line><![CDATA[ Parnaíba, PI]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Delta do Parnaíba Programa de Pós-Graduação em Psicologia ]]></institution>
<addr-line><![CDATA[ UFDPar]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Delta do Parnaíba Programa de Pós-Graduação em Psicologia ]]></institution>
<addr-line><![CDATA[ UFDPar]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>129</numero>
<fpage>33</fpage>
<lpage>45</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-35352020000200033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-35352020000200033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-35352020000200033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo. Objetivo.Buscou-se apreender as representações sociais de professores da rede de ensino privada sobre aprendizagem no cenário tecnológico atual. Método. Participaram do estudo 40 professores, 20 que possuíam a tecnologia robótica educacional inserida na grade curricular de sua escola e 20 que não possuíam. Para coleta de dados utilizou-se questionário sociodemográfico, TALP e entrevista semiestruturada. Os dados coletados foram analisados através da técnica das redes semânticas e análise de conteúdo temática de Bardin. Resultados. Os professores que possuíam robótica educacional em sua grade curricular vincularam a aprendizagem enquanto construção do conhecimento baseada em uma abordagem construcionista. Enquanto os professores que não possuíam elucidaram a aprendizagem com uma visão instrucionista voltada para transmissão do saber que se dá pela busca.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. Objective. The aim was to understand private school teachers&#8217; social representations of learning in the current technological landscape. Method. Forty teachers participated in the study; twenty of whom had Educational Robotic Technology embedded in their school curriculum; and twenty of whom did not. Data collection was carried out via a socio-demographic questionnaire, TALP and semi-structured interviews. The data were analyzed using Bardin&#8217;s technique of semantic networks and thematic content analysis. Results. Teachers with educational robotics in their curriculum-linked learning showed the construction of knowledge associated with a constructionist approach. Those who did not, conversely, elucidated learning with an instructional vision aimed at transmitting the knowledge that occurs through the search.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Representações sociais]]></kwd>
<kwd lng="es"><![CDATA[aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[professores]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
</kwd-group>
</article-meta>
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