<?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>S1981-416x2022000301294</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.074.ao03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizajes generados en una red de educación católica chilena desde la colaboración entre directivos escolares y coordinadores pedagógicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning generated in a chilean catholic education network from collaboration among school directors and pedagogical coordinators]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizagens geradas em uma rede de educação católica chilena desde a colaboração entre diretivos escolares e coordenadores pedagógicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TATSCH]]></surname>
<given-names><![CDATA[EDENILSON]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FOSSATTI]]></surname>
<given-names><![CDATA[PAULO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio La Salle Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>74</numero>
<fpage>1294</fpage>
<lpage>1315</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000301294&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000301294&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000301294&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No Chile, foi implementado um conjunto de políticas educacionais que promovem a colaboração entre instituições públicas de ensino como fator (chave) para a melhoria escolar. Porém, são poucos os estudos que revelam o aprendizado que gera entre os atores que participam da rede e que repercute nas diversas áreas das comunidades educativas. Este estudo tem como objetivo identificar que aprendizagens se gerou em uma rede de educação católica do Chile, a partir das instâncias colaborativas que realizam os gestores escolares. Se realiza um estudo de casos com enfoque qualitativo recolhendo dados através de entrevistas individuais semi-estruturadas, grupos focais e observações de reuniões. Os resultados obtidos reforçam a ideia de que trabalhar juntos contribui para a criação, tanto de uma cultura como de uma comunidade de aprendizagem, potencializando o sentido de pertença das pessoas com a instituição. Se conclui que quando são gerados laços de confiança entre os gestores, se compartilham experiências e as mesmas se tornam aprendizagens explícitas, que em muitos casos se transformam em estratégias para facilitar a conquista de metas locais e institucionais, e o mais importante, gerando novo conhecimento, específico ao contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Chile, during the last years, a set of educational policies that promote collaboration among public educational institutions as a (key) factor for school improvement has been implemented. However, there are few studies that reveal the learning that it generates among the actors who participate in the network and that has repercussions in the different areas of the educational communities. This study aims to identify which learnings were possible to generate in this Catholic education network in Chile, as of the collaborative instances carried out by school managers. A case study with a qualitative approach is carried out by collecting data through semi-structured individual interviews, focus groups and meeting observations. The results obtained reinforce the idea that working in network contributes to the creation of both a culture and a learning community, enhancing people&#8217;s sense of belonging to the institution. It is concluded that when bonds of trust are generated among managers, sharing of experiences becomes possible and they become explicit learnings, which in many cases become strategies to facilitate the achievement of local and institutional goals, and most importantly, generating new knowledge, specific to the context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En Chile, en los ultimos años, se han implementado un conjunto de políticas educativas que fomentan la colaboración entre directivos e instituciones educativas públicas como factor clave para la mejora escolar. Pero existen pocos estudios que evidencian los aprendizajes que se han generado entre los actores de la red y que impactan en las diversas áreas de las comunidades educativas. Este estudio tuvo como objetivo identificar los aprendizajes que se han generado en una red de educación católica de Chile, que posee 7 centros educativos, por medio de las instancias de colaboración que realizan sus respectivos directivos escolares. Se realizó un estudio de casos con enfoque cualitativo recogiendo información a través de entrevistas individuales semi-estructuradas, grupos focales y observaciones de reuniones en terreno. Los resultados refuerzan la idea de que trabajar juntos contribuye en la creación, tanto de una cultura como de una comunidad de aprendizaje, potenciando el sentido de pertenencia de las personas con la institución. Se puede concluir que cuando se generan lazos de confianza entre los actores, se comparten experiencias y las mismas se tornan en aprendizajes explícitas, llegando a ser adoptadas como estrategias para facilitar el logro de las metas locales e institucionales y, lo que es más importante, generar conocimiento nuevo, específico al contexto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Liderazgo educativo]]></kwd>
<kwd lng="pt"><![CDATA[Cultura colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[Comunidad de aprendizajes]]></kwd>
<kwd lng="pt"><![CDATA[Nexos de colaboración.]]></kwd>
<kwd lng="en"><![CDATA[Educational leadership]]></kwd>
<kwd lng="en"><![CDATA[Collaborative culture]]></kwd>
<kwd lng="en"><![CDATA[Learning community]]></kwd>
<kwd lng="en"><![CDATA[Collaborative bonds]]></kwd>
<kwd lng="es"><![CDATA[Liderança educacional]]></kwd>
<kwd lng="es"><![CDATA[Cultura colaborativa]]></kwd>
<kwd lng="es"><![CDATA[Comunidade de aprendizagens]]></kwd>
<kwd lng="es"><![CDATA[Vínculos colaborativos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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