<?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>S1981-416x2022000100103</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.072.ds04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas educativas integradoras e transformadoras em tempo de pandemia: a experiência do projeto &#8220;Mundo mágico do CMEI na trilha de descobertas&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[Integrating and transforming educational practices during pandemic: the experience of the project &#8220;CMEI's magical world a trail of discoveries&#8221;]]></article-title>
<article-title xml:lang="es"><![CDATA[Integrando y transformando las prácticas educativas en tiempos de pandemia: la experiencia del proyecto &#8220;El mundo mágico del CMEI tras la pista de los descubrimientos&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vestena]]></surname>
<given-names><![CDATA[Carla Luciane Blum]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guérios]]></surname>
<given-names><![CDATA[Ettiène]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[Guarapuava PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>72</numero>
<fpage>80</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Trata-se de um estudo analítico-reflexivo acerca da experiência vivenciada por professoras do município de Marquinho/PR, no momento do retorno à atividade presencial em tempo de pandemia. O objetivo foi identificar os reflexos da experiência formativa em práticas integradoras de professoras protagonistas de um projeto criativo ecoformador (PCE), realizado em um Centro de Educação Infantil (CMEI) participante da Rede Internacional de Escolas Criativas (RIEC). As práticas pedagógicas realizadas por professoras em tempo de pandemia no retorno às atividades presenciais nortearam a questão deflagradora do estudo. As categorias de análise foram: ação, emergência, emoção, prontidão. O aporte teórico foi assentado em Morin (2000; 2003), Zwierewicz (2016; 2019) e Maturana (1999; 2000). Os resultados evidenciaram que as professoras desenvolveram expertise em atuar na emergência, integrando razão e emoção em práticas criativas no processo de recepção escolar pós-pandemia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This analytical-reflexive study is about the lived experience of teachers from Marquinho/Paraná, in the moment of regress to presential activities during the Covid pandemic. The objective is to identify formative experience in integrative practices of teachers who are protagonists of a creative eco-training project, carried out in a Child Education Center (CEC) participating in the International Network of Creative Schools (INCS). The pedagogical practices used by teachers along the pandemic, on return to presential activities, guided the main question of the study. The analysis categories are action, emergence, emotion, readiness. The academic support will focus on Morin (2000; 2003), Zwierewicz (2016; 2019) and Maturana (1995; 2000). The results show that the teachers developed expertise in working in the emergency, integrating reason and emotion in creative practices in the school welcoming process after the pandemic.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se trata de un estudio analítico-reflexivo sobre la experiencia vivida por los docentes en la ciudad de Marquinho / PR, al momento de volver a la actividad presencial durante una pandemia. El objetivo es identificar reflejos de la experiencia formativa en práticas integradoras de docentes protagonistas de un proyecto de eco-formación creativa (PCE), realizado en un Centro de Educación Infantil (CEI) participante de la Red Internacional de Escuelas Creativas (RIEC). Las práticas pedagógicas realizadas por los docentes durante la pandemia, al volver a las actividades presenciales, orientaron la pregunta desencadenante del estudio. Las categorías de análisis son acción, emergencia, emoción, preparación. El soporte teórico se basa en Morin (2000; 2003), Zwierewicz (2016; 2019) y Maturana (1995; 2000). Los resultados muestran que los docentes desarrollaron experiencia en el trabajo en la emergencia, integrando la razón y la emoción en las práticas creativas en el proceso de acogida escolar posterior a la pandemia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Projeto criativo ecoformador]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Práticas integradoras]]></kwd>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Prática docente]]></kwd>
<kwd lng="en"><![CDATA[Creative eco-training project]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Integrating practices]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="es"><![CDATA[Proyecto creativo de eco-formación]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Prácticas integradoras]]></kwd>
<kwd lng="es"><![CDATA[Complejidad]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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