<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762015000100109</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2015v13i1p109-129</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Das políticas educativas às práticas de sala de aula: algumas contribuições transnacionais do Algarve (Portugal) e Andaluzia (Espanha). Estudo de casos multiple.]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational policy to classroom practice: some transnational contributions of Algarve (Portugal) and Andalusia (Spain). Multiple case study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Miranda]]></surname>
<given-names><![CDATA[Francisco de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toscano]]></surname>
<given-names><![CDATA[María de la O]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerreiro]]></surname>
<given-names><![CDATA[António]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Extremadura  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Évora Centro de Investigação em Educação e Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Extremadura  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Aff">
<institution><![CDATA[,Universidade do Algarve  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>109</fpage>
<lpage>129</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762015000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762015000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762015000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste artigo &#233; equacionar algumas pistas sobre a evolu&#231;&#227;o paralela que tem existido entre as propostas pol&#237;ticas para a integra&#231;&#227;o das tecnologias de informa&#231;&#227;o e comunica&#231;&#227;o (TIC), nos &#250;ltimos anos, em Portugal e em Espanha, bem como aumentar a consciencializa&#231;&#227;o sobre as semelhan&#231;as e diferen&#231;as encontradas no estudo de quatro escolas que incorporaram as TIC no seu ensino, duas no Algarve e duas na Andaluzia. Constatou-se que n&#227;o existe uma &#250;nica maneira para a integra&#231;&#227;o das TIC no curr&#237;culo, dado que tal depende, entre outros fatores, das caracter&#237;sticas das escolas, dos seus antecedentes inovadores, da forma&#231;&#227;o dos seus docentes, isto &#233;, cada caso demonstra a sua pr&#243;pria identidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to examine some hints about the parallel evolution that has existed between policy proposals for the integration of ICT in recent years, both in Portugal and Spain, as well as to raise awareness of similarities and differences found in the study of four schools that have incorporated ICT into their teaching, two in the Algarve and two in Andalusia. We found that there is no single way for the integration of ICT into the curriculum. However, given the fact it depends, amongst other aspects, on the particularities of each school, innovation history, and the quality of teacher training, each case retains its own identity.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Educativas]]></kwd>
<kwd lng="pt"><![CDATA[Boas Práticas TIC]]></kwd>
<kwd lng="pt"><![CDATA[Investigação Internacional]]></kwd>
<kwd lng="pt"><![CDATA[Estudo de Casos Multiple]]></kwd>
<kwd lng="en"><![CDATA[Education Policies]]></kwd>
<kwd lng="en"><![CDATA[ICT Good Practices]]></kwd>
<kwd lng="en"><![CDATA[International Investigation]]></kwd>
<kwd lng="en"><![CDATA[Multiple Case Study]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[]]></source>
<year></year>
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</article>
