<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432024000100074</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v33.n73.p74-90</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PESQUISA EM EDUCAÇÃO: DO INDIVÍDUO AO/À GRUPO/REDE INTERNACIONAL APONTAMENTOS SOBRE ORIGENS E PERSPECTIVAS]]></article-title>
<article-title xml:lang="en"><![CDATA[RESEARCH IN EDUCATION: FROM THE INDIVIDUAL TO THE GROUP AND INTERNATIONAL NETWORK. NOTES ON ORIGINS AND PERSPECTIVES]]></article-title>
<article-title xml:lang="es"><![CDATA[INVESTIGACIÓN EN EDUCACIÓN: DESDE EL INDIVIDUO AL GRUPO/ RED INTERNACIONAL. NOTAS SOBRE ORÍGENES Y PERSPECTIVAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bianchetti]]></surname>
<given-names><![CDATA[Lucídio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thiengo]]></surname>
<given-names><![CDATA[Lara Carlette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal dos Vales do Jequitinhonha e Mucuri  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>
<volume>33</volume>
<numero>73</numero>
<fpage>74</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432024000100074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432024000100074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432024000100074&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo tem-se como objetivo resgatar alguns aspectos dos passos iniciais da organização daquilo que é considerado o embrião da passagem da pesquisa individual para a pesquisa de grupos, em direção às atuais redes de pesquisa. O foco, inicialmente, são os &#8220;Centros Regionais de Pesquisas Educacionais (CRPEs)&#8221; (1950-1960) e o &#8220;Programa de Intercâmbios&#8221; (1981-1992), iniciativas induzidas por políticas públicas. Num segundo momento, apresenta-se o CAPES-PrInt, como a política atual mais expressiva da passagem do grupo para as redes internacionais de pesquisa. Para isso, em termos metodológicos, lança-se mão de levantamento de literatura, análise de documentos e entrevistas. Destacase a utilização de manifestações de Bernardete Gatti, uma das protagonistas envolvidas na organização e implementação do &#8220;Programa de Intercâmbio&#8221; e figura de proa na pesquisa educacional brasileira. Em linhas gerais, a pesquisa permite afirmar que, do mix dessas experiências pedagógicas e exigências formais, foi/vai se criando uma cultura de grupo/rede de pesquisa com potencial de passar da indução para a práxis incorporada]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this article is to review some aspects of the initial steps in the organization of what is considered the embryo of the transition from individual research to group research. The article first focuses on the &#8220;Regional Educational Research Centers (CRPEs)&#8221; (1950-1960) and the &#8220;Exchange Programs&#8221; (19811992), which were initiatives induced by public policies. We then present CAPESPrInt, which is the most significant current policy involved in the transition from research groups to research networks. The methodology involved a literature survey, document analysis and interviews. We highlight the use of statements by BernardeteGatti, one of the protagonists involved in the organization and implementation of the &#8220;Exchange Programs&#8221; and a leading figure in Brazilian educational research. In general, the study allows affirming that from the combination of these pedagogical experiences and formal requirements a research culture involving groups and networks has been created with the potential to move from induction to incorporated praxis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo el objetivo es abordar algunos aspectos de los pasos iniciales em La organización de lo que se considera El embrión de La transición de La investigación individual a La investigación grupal, hacia lãs actuales redes de investigación. El foco, inicialmente, fueronlos &#8220;Centros Regionales de Investigación Educativa (CRPEs)&#8221; (1950-1960) y el &#8220;Programa de Intercambio&#8221; (1981-1992), iniciativas inducidas por políticas públicas. E nun segundo momento, CAPES-PrInt se presenta como la política actual más significativa em La transición del grupo hacia redes de investigación. Para lograrlo, en términos metodológicos, se utiliza um mapeo bibliográfico, análisis de documentos y entrevistas. Se destaca el uso de declaraciones de Bernardete Gatti, una de las protagonistas involucradas em La organización e implementación del &#8220;Programa de Intercambio&#8221; y figura destacada de La investigación educativa brasileña. Em los últimos años, lasinvestigacionespermiten afirmar que, al mezclar experiencias pedagógicas y requerimientos formales, se creó una cultura de grupo/red de investigación con potencial para pasar de La inducción a La praxis incorporada.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Grupo/rede de Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Pós-graduação e Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[CAPES/ PrInt]]></kwd>
<kwd lng="en"><![CDATA[Research Group]]></kwd>
<kwd lng="en"><![CDATA[Research Network]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate Research]]></kwd>
<kwd lng="en"><![CDATA[CAPES/ PrInt]]></kwd>
<kwd lng="es"><![CDATA[Grupo/red de investigación]]></kwd>
<kwd lng="es"><![CDATA[Postgrado e Investigación]]></kwd>
<kwd lng="es"><![CDATA[CAPES-PrInt]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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