<?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>S1809-38762021000200748</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i2p748-771</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO 3.0 E OS DESAFIOS À FORMAÇÃO CONTINUADA DOS PROFESSORES]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATION 3.0 AND THE CHALLENGES TO CONTINUING TEACHER TRAINING]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN 3.0 Y LOS DESAFÍOS PARA LA FORMACIÓN CONTINUA DE PROFESORES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LUTZ]]></surname>
<given-names><![CDATA[Armgard]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>2</numero>
<fpage>748</fpage>
<lpage>771</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000200748&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000200748&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000200748&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo, resultado de pesquisa bibliográfica e da visita técnica à escola Haim Hefer em Tel Aviv/Israel apresenta experiências educacionais inovadoras e dos sentidos polêmicos da educação 3.0. Analisa-se a reinvenção da escola sob a ótica da justiça curricular e dos estudos culturais, com o objetivo de interrogar sobre os desafios que as inovações provocam às formações continuadas dos professores. Autores como Connell (1995), Thurler (2001), Calvo (2016), Prensky (2017), Tough (2017) sustentam a urgência da inovação diante das mudanças na sociedade e no modo de ser da nova geração, conectada com os meios tecnológicos. O encantamento por modelos de inovações 3.0 não isenta de questionamentos e reflexões sobre o vínculo com modelos neoliberais da educação por competências, segundo Duarte (2001). A complexidade da formação continuada de professores, comprometida com a justiça curricular, equivale a desconstruções teóricas e práticas desvelando a invisibilidade das desigualdades sociais e educacionais e promovendo resistências coletivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article is the result of bibliographic research and a technical visit to the award-winning Haim Hefer School in Tel Aviv, Israel, and it presents the definers of innovative educational experiences and the meanings of education 3.0. It analyzes the reinvention of the school from the curricular justice and cultural studies perspectives, with the aim of asking about the challenges that innovations cause to the continuous training of teachers. Authors such as Connell (1995), Thurler (2001), Calvo (2016), Prensky (2017), Tough (2017) support the urgency of innovation in the face of changes in society and the way of being of the new generation, connected with technological means. The enchantment caused by models of innovation 3.0 does not exempt from questioning and reflections on the link with neoliberal models of competence-based education. The complexity of continuing teacher education, compromised with curricular justice, is equivalent to theoretical and practical deconstructions, unveiling the social and educational inequalities invisibility and promoting collective resistence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo, resulta de una investigación bibliográfica y una visita técnica a la premiada escuela Haim Hefer en Tel Aviv, Israel (2018), presenta los definidores de experiencias educativas innovadoras y los controvertidos significados de la educación 3.0. Se analiza la reinvención de la escuela desde la perspectiva de la justicia curricular y los estudios culturales, con el objetivo de preguntar por los desafíos que las innovaciones generan a la formación continua de los docentes. Autores como Connell (1995), Thurler (2001), Calvo (2016), Prensky (2017), Tough (2017) apoyan la urgencia de la innovación ante los cambios ocurridos en la sociedad y la forma de ser de la nueva generación, conectada con los medios tecnológicos. El encanto que provocan los modelos de innovación 3.0 no está exento de cuestionamientos y reflexiones sobre el vínculo con los modelos neoliberales vinculados a la educación por competencias. La complejidad de la formación continua del profesorado, comprometida con la justicia curricular, equivale a deconstrucciones teóricas y prácticas, revelando la invisibilidad de las desigualdades sociales y educativas y promoviendo la resistencia colectiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação 3.0]]></kwd>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="pt"><![CDATA[Desafios]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Education 3.0]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="en"><![CDATA[Challenges]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="es"><![CDATA[Educación 3.0]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="es"><![CDATA[Desafíos]]></kwd>
<kwd lng="es"><![CDATA[Formación del professorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[VYGOTSKY]]></surname>
<given-names><![CDATA[Lev Semenovich]]></given-names>
</name>
<name>
<surname><![CDATA[Cipolla Neto]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<name>
<surname><![CDATA[Barreto]]></surname>
<given-names><![CDATA[Luiz Silveira Menna]]></given-names>
</name>
<name>
<surname><![CDATA[Afeche]]></surname>
<given-names><![CDATA[Solange Castro]]></given-names>
</name>
</person-group>
<source><![CDATA[A formação social da mente: o desenvolvimento dos processos psicológicos superiores]]></source>
<year>1991</year>
<edition>4</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WORTMANN]]></surname>
<given-names><![CDATA[Maria Lúcia Castagna]]></given-names>
</name>
<name>
<surname><![CDATA[VEIGA-NETO]]></surname>
<given-names><![CDATA[Alfredo]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudos culturais da ciência e da educação]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Autêntica]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
