<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782024000100102</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n68.24402</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EXPERIÊNCIAS DE PROFESSORES UNIVERSITÁRIOS IMERSOS EM PROCESSOS DE REINVENÇÃO CURRICULAR]]></article-title>
<article-title xml:lang="en"><![CDATA[EXPERIENCES OF UNIVERSITY PROFESSORS IMMERSE IN CURRICULAR REINVENTION PROCESSES]]></article-title>
<article-title xml:lang="es"><![CDATA[EXPERIENCIAS DE PROFESORES UNIVERSITARIOS INMERSOS EN PROCESOS DE REINVENCIÓN CURRICULAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gustsack]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Claudio José de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lanzarini]]></surname>
<given-names><![CDATA[Joice Nunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[Santa Cruz do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[Santa Cruz do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[Santa Cruz do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<numero>68</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782024000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782024000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782024000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo apresentado neste artigo é recorte de uma pesquisa em andamento que discute como vem sendo concebida a docência, mediada por multimodalidades de linguagem e tecnologias. As ações de pesquisa realizadas até o momento tiveram por objetivo compreender desafios e possibilidades de professores das licenciaturas de uma Universidade Comunitária Gaúcha, imersos em processos de reinvenção curricular, no que se refere a sua ação docente junto aos estudantes. Do ponto de vista metodológico, nos apoiamos nos fundamentos da abordagem qualitativa com atenção ao mundo do sujeito e aos significados por ele atribuídos às suas experiências cotidianas (André; Gatti, 2014). Utilizamos a técnica de Grupo Focal (Flick, 2009), do qual participaram dez (10) professores. Como resultados parciais, entendemos que as experiências dos docentes envolvidos na reinvenção curricular estão situadas na superação das nossas concepções de docência, usualmente voltadas na ação do professor, marcada pelo domínio de turma, do tempo, do conteúdo e da metodologia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study presented in this article is part of an ongoing research that discusses how teaching has been conceived, mediated by multimodalities of language and technologies. The research actions carried out so far aimed to understand the challenges and possibilities of teachers of the degrees at a Community University of Rio Grande do Sul, immersed in curricular reinvention processes, with regard to their teaching action with students. From a methodological point of view, we rely on the foundations of the qualitative approach, paying attention to the subject's world and the meanings attributed by him to his daily experiences (ANDRÉ; GATTI, 2014). We used the Focus Group technique (FLICK, 2009), in which ten (10) teachers participated. As partial results, we understand that the experiences of the teachers involved in the curricular reinvention are situated in the overcoming of our conceptions of teaching, usually focused on the teacher's action, marked by the mastery of the class, time, content and methodology.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio presentado en este artículo es parte de una investigación en curso que discute cómo se ha concebido la enseñanza, mediada por múltiples modalidades de lenguaje y tecnologías. Las acciones de investigación realizadas hasta ahora tuvieron como objetivo comprender los desafíos y las posibilidades de los profesores de las carreras de una Universidad Comunitaria de Rio Grande do Sul, inmersos en procesos de reinvención curricular, en lo que respecta a su acción docente con estudiantes. Desde el punto de vista metodológico, nos basamos en los fundamentos del enfoque cualitativo con atención al mundo del sujeto y los significados atribuidos por él a sus experiencias cotidianas (ANDRÉ; GATTI, 2014). Se utilizó la Técnica de Grupo Focal (FLICK, 2009), en la que participaron diez (10) profesores. Como resultados parciales, entendemos que las experiencias de los profesores involucrados en la reinvención curricular se sitúan en la superación de nuestras concepciones de enseñanza, generalmente centradas en la acción del profesor, marcadas por el dominio de la clase, tiempo, contenido y metodología.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[docência universitária]]></kwd>
<kwd lng="pt"><![CDATA[reinvenção curricular]]></kwd>
<kwd lng="pt"><![CDATA[experiências de professores]]></kwd>
<kwd lng="pt"><![CDATA[desafios e possibilidades.]]></kwd>
<kwd lng="en"><![CDATA[university teaching]]></kwd>
<kwd lng="en"><![CDATA[curriculum reinvention]]></kwd>
<kwd lng="en"><![CDATA[teacher experiences]]></kwd>
<kwd lng="en"><![CDATA[challenges and possibilities.]]></kwd>
<kwd lng="es"><![CDATA[docencia universitaria]]></kwd>
<kwd lng="es"><![CDATA[reinvención curricular]]></kwd>
<kwd lng="es"><![CDATA[experiencias docentes]]></kwd>
<kwd lng="es"><![CDATA[desafíos y posibilidades.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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