<?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>S1981-416x2019000100173</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.060.ds08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dispositivo de inovação: produção da/o estudante ativa/o no ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Innovation device: production of the active student in higher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Dispositivo de innovación: producción de la/del estudiante activa/o en la enseñanza superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leal]]></surname>
<given-names><![CDATA[Rafaela Esteves Godinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sales]]></surname>
<given-names><![CDATA[Shirlei Rezende]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>60</numero>
<fpage>173</fpage>
<lpage>194</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000100173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000100173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000100173&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As/os professoras/es do ensino superior são convocadas/os a inovar em suas práticas educacionais, utilizando metodologias que favoreçam a produção de estudantes ativas/os. Estas/es são caracterizadas/os pela autonomia, protagonismo e participação nas atividades de aprendizagem. As/os discentes são incitadas/os, assim, a autogovernarem suas condutas no sentido de se corresponsabilizarem por suas aprendizagens. Nessa direção, este artigo tem como objetivo analisar as técnicas discursivas acionadas na produção dessa/e estudante autônoma/o e protagonista da sua formação. O corpus da investigação é constituído pelos ditos em circulação nos Projetos Pedagógicos de Cursos de Graduação (PPC), em um curso na modalidade a distância de formação de professoras/es universitárias/os, bem como entrevistas realizadas com participantes dessa formação. Utilizaram-se como referencial as ferramentas teóricas e analíticas do filósofo Michel Foucault, a saber: dispositivo, discurso, poder, técnica e autogoverno. Por meio da rede metodológica que articulou elementos da netnografia educacional, de entrevistas narrativas e da análise do discurso de inspiração foucaultiana desenvolveu-se o argumento de que a autonomia, a participação e o protagonismo são acionados como técnicas de governo que incidem sobre a conduta das/os estudantes e se integram ao dispositivo de inovação. Conclui-se que a produção dessa/e discente ativa/o atende ao funcionamento da &#8220;sociedade da inovação&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Higher education teachers are invited to innovate in their educational practices, using methodologies that favor the production of active students. These are characterized by autonomy, protagonism and participation in learning activities. The students are therefore encouraged to self-govern their behaviors in order to be jointly responsible for their learning. In this direction, this article aims to analyze the discursive techniques triggered in the production of this autonomous student who is the protagonist of their formation. The corpus of the research is constituted by the circulating sayings in the Pedagogical Projects of Undergraduate Courses (PPC), in a course in the modality distance of training of university teachers, as well as interviews with participants of this training. The theoretical and analytical tools of the philosopher Michel Foucault were used as reference, namely: device, discourse, power, technique and self-government. Through the methodological network that articulated elements of educational netnography, narrative interviews and the analysis of Foucauldian-inspired discourse, the argument arose that autonomy, participation and protagonism are triggered as techniques of government that affect the conduct of students and integrate themselves into the device of innovation. We conclude that the production of this active student serves the functioning of the &#8220;innovation society&#8221;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las / los profesoras / es de la enseñanza superior son convocadas / os a innovar en sus prácticas educativas, utilizando metodologías que favorezcan la producción de estudiantes activos / as. Estas son caracterizadas por la autonomía, el protagonismo y la participación en las actividades de aprendizaje. Se les incita a los/las discentes a que se autogobiernen sus conductas en el sentido de corresponsabilizarse por sus aprendizajes. En esta dirección, este artículo tiene como objetivo analizar las técnicas discursivas accionadas en la producción de esa / y estudiante autónoma / o y protagonista de su formación. El corpus de la investigación está constituido por los dichos en circulación en los Proyectos Pedagógicos de Cursos de Graduación (PPC), en un curso en la modalidad a distancia de formación de profesoras / es universitarias / as, así como entrevistas realizadas con participantes de esa formación. Se utilizó como referencial las herramientas teóricas y analíticas del filósofo Michel Foucault, a saber: dispositivo, discurso, poder, técnica y autogobierno. Por medio de la red metodológica que articuló elementos de la red neuronal educativa, de entrevistas narrativas y del análisis del discurso de inspiración foucaultiana se desarrolló el argumento de que la autonomía, la participación y el protagonismo son accionados como técnicas de gobierno que inciden sobre la conducta de las conductas / los estudiantes y se integran al dispositivo de innovación. Se concluye que la producción de esa / y discente activa / o atiende al funcionamiento de la &#8220;sociedad de la innovación&#8221;.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="pt"><![CDATA[Dispositivo]]></kwd>
<kwd lng="pt"><![CDATA[Protagonismo]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia]]></kwd>
<kwd lng="pt"><![CDATA[Autogoverno]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="en"><![CDATA[Device]]></kwd>
<kwd lng="en"><![CDATA[Protagonism]]></kwd>
<kwd lng="en"><![CDATA[Autonomy]]></kwd>
<kwd lng="en"><![CDATA[Self-government]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="es"><![CDATA[Dispositivo]]></kwd>
<kwd lng="es"><![CDATA[Papel]]></kwd>
<kwd lng="es"><![CDATA[Autonomía]]></kwd>
<kwd lng="es"><![CDATA[Autogobierno]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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