<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2017000200357</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.052.ds03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições da teoria da complexidade para a inovação no planejamento pedagógico do ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of the complexity theory to pedagogical planning innovation in the higher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Contribuciones de la teoría de la complejidad para la innovación en la planificación pedagógica de la enseñanza superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nicola]]></surname>
<given-names><![CDATA[Rosane de Mello Santo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Behrens]]></surname>
<given-names><![CDATA[Marilda Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>52</numero>
<fpage>357</fpage>
<lpage>386</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000200357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000200357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000200357&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo visa a identificar elementos que apontam para uma postura interdisciplinar de 18 docentes de uma instituição privada de ensino superior, expressos nos programas de disciplina produzidos durante oficinas de formação continuada institucional, com apoio da Finep - Inovação e Pesquisa, em 2016. Nesse contexto, os docentes são desafiados a superar a visão tradicional de ensino e buscar metodologias de aprendizagem ativa para inovar sua prática pedagógica. Trata-se de uma pesquisa qualitativa do tipo estudo exploratório que, com base na teoria da complexidade (MORIN, 2000), realiza uma análise documental dos programas, considerando os itens que compõem o documento, por meio de categorias de análise, como integração e inter-relação entre as partes. A análise aponta para ementas integradoras de temas de estudo; uso expressivo de aprendizagem por pares, aprendizagem baseada em problemas e sala de aula invertida; 15 programas com resultados de aprendizagem que preveem aspectos interdisciplinares orientados para a lógica procedimental, na busca da funcionalidade social (profissionalizante); e três programas com resultados de aprendizagem que propõem aspectos interdisciplinares voltados para a lógica subjetiva, dirigida para as dimensões humanas e afetivas. Os resultados revelam avanços de postura interdisciplinar do professor no modelo de programa de disciplina proposto. Essa visão integradora do planejamento prepara o docente para uma abordagem interdisciplinar e representa um exercício relevante de compreensão da unicidade e complexidade do fato educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to identify elements indicating an interdisciplinary stance expressed in the course syllabi produced by 18 members of a private university teaching staff during institutional continuing education workshops supported by FINEP in 2016. In such context, the professors were challenged to overcome the traditional teaching view and seek active learning methodologies to innovate their teaching practices. It is a qualitative exploratory study research that carries out a document analysis of the syllabi, based on the complexity theory (MORIN, 2000), and considers the items that form the document through analysis categories such as integration and interrelation between the parties. The analysis indicates syllabi that integrate study topics; expressive use of peer learning, problem based learning and flipped classroom; 15 syllabi with learning results that foresee interdisciplinary aspects oriented toward procedural logic in search of social functionality (vocational); 3 syllabi with learning results that propose interdisciplinary aspects oriented toward subjective logic, addressing affective and humane dimensions. The results reveal advances in the professors&#8217; interdisciplinary stance with the proposed syllabus model. This integrating view of planning prepares the professor for an interdisciplinary approach and represents a relevant exercise of understanding the unicity and complexity of the educational project.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene por objeto identificar elementos que apuntan a una postura interdisciplinaria de 18 docentes de una institución privada de enseñanza superior, expresados en los Programas de Disciplina producidos durante talleres de formación continuada institucional, con apoyo del FINEP, en 2016. En este contexto, los docentes son desafiados a superar la visión tradicional de enseñanza y buscar metodologías de aprendizaje activo para innovar su práctica pedagógica. Se trata de una investigación cualitativa del tipo estudio exploratorio que, con base en la teoría de la complejidad (MORIN, 2000), realiza un análisis documental de los programas, considerando los ítems que componen el documento por medio de categorías de análisis como integración e interrelación entre las partes. El análisis apunta a la integración de temas de estudio; el uso expresivo de aprendizaje por pares, el aprendizaje basado en problemas y el aula invertida; 15 programas con resultados de aprendizaje que suponen aspectos interdisciplinarios orientados a la lógica procedimental en la búsqueda de la funcionalidad social (profesional); 3 programas con resultados de aprendizaje que se proponen interdisciplinarios, volcados hacia la lógica subjetiva, dirigida a las dimensiones humanas y afectivas. Los resultados revelan progresos en cuanto a la postura interdisciplinaria del profesor en el modelo de Programa de Disciplina propuesto. Esta visión integradora de la planificación prepara al docente para un enfoque interdisciplinario y representa un ejercicio relevante de comprensión de la unicidad y complejidad del hecho educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Docência universitária]]></kwd>
<kwd lng="pt"><![CDATA[Interdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento pedagógico]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
<kwd lng="en"><![CDATA[University teaching]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical planning]]></kwd>
<kwd lng="es"><![CDATA[Complejidad]]></kwd>
<kwd lng="es"><![CDATA[Docencia universitaria]]></kwd>
<kwd lng="es"><![CDATA[Interdisciplinariedad]]></kwd>
<kwd lng="es"><![CDATA[Planificación pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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