<?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>S1981-416x2023000301032</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ds04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A inovação no contexto educativo: perspectivas transformadoras para a formação de professores a partir do paradigma da complexidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Innovation in the educational context: transformative perspectives for teacher training from the paradigm of complexity]]></article-title>
<article-title xml:lang="es"><![CDATA[Innovación en el contexto educativo: perspectivas transformadoras para la formación docente desde el paradigma de la complejidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Karla Fernanda Wunder da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Bettina Steren dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pozza]]></surname>
<given-names><![CDATA[Mariangela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>78</numero>
<fpage>1032</fpage>
<lpage>1042</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000301032&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000301032&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000301032&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A produção teórica acerca da inovação no contexto educativo pensando nas perspectivas transformadoras para formação dos professores a partir do paradigma da complexidade remete ao envolvimento dialógico que relaciona a prática docente nos dias atuais. Pretende-se com este artigo tecer algumas considerações a respeito do paradigma da complexidade, a partir de ações criativas e inovadoras em nosso meio. Por essa razão, acredita-se que ao discutir as ações dos professores, é fundamental referir-se à formação docente, já que os mesmos vivenciam as transformações em sala de aula, essas, impulsionadas por diferentes teorias ou metodologias. Por conseguinte, toda mudança educacional afeta o trabalho nas escolas, em suas redes de relacionamentos, pois ela requer mais que esforço e domínio técnico, ela necessita de uma atenção às dimensões emocionais. Temos como objetivo compreender os diferentes fatores que condicionam, impactam e intervém nas escolhas teórico metodológicas de cada um, e como estes se vinculam ao contexto histórico, social e acadêmico, nos quais o sujeito e sua formação estão inseridos. Metodologicamente, explanamos conceitos que contribuem para a formação docente. Conclui-se que nesta perspectiva epistemológica, planejar uma busca pela qualidade da formação de professores a Teoria da Complexidade de Edgar Morin serve de inspiração para permitir o mapeamento das situações e vivências dos professores, auxiliar o entendimento e reconstrução dos passos cotidianos de cada educador que se encontra atuando, tecendo relações entre sociedade, conhecimento, tecnologias, inovação, criatividade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Theoretical production about innovation in the educational context, thinking about transforming perspectives for teacher education based on the paradigm of complexity, refers to the dialogical involvement that relates teaching practice today. The aim of this article is to make some considerations about the paradigm of complexity, based on creative and innovative actions in our environment. For this reason, it is believed that when discussing teachers' actions, it is essential to refer to teacher training, since they experience transformations in the classroom, these driven by different theories or methodologies. Consequently, every educational change affects work in schools, in their relationship networks, as it requires more than effort and technical mastery, it needs attention to the emotional dimensions. We aim to understand the different factors that condition, impact and intervene in the theoretical and methodological choices of each one, and how these are linked to the historical, social and academic context, in which the subject and his education are inserted. Methodologically, we explain concepts that contribute to teacher training. It is concluded that in this epistemological perspective, planning a search for the quality of teacher training Edgar Morin's Theory of Complexity serves as an inspiration to allow the mapping of situations and experiences of teachers, to help the understanding and reconstruction of the daily steps of each educator who is working, weaving relationships between society, knowledge, technologies, innovation, creativity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La producción teórica sobre la innovación en el contexto educativo, pensando en perspectivas transformadoras para la formación docente a partir del paradigma de la complejidad, remite al envolvimiento dialógico que relaciona la práctica docente en la actualidad. El objetivo de este artículo es hacer algunas consideraciones sobre el paradigma de la complejidad, a partir de acciones creativas e innovadoras en nuestro entorno. Por eso, se cree que cuando se habla de las acciones de los docentes, es fundamental referirse a la formación docente, ya que ellos experimentan transformaciones en el aula, estas impulsadas por diferentes teorías o metodologías. En consecuencia, todo cambio educativo afecta el trabajo en las escuelas, en sus redes de relación, pues exige más que esfuerzo y dominio técnico, necesita atención a las dimensiones emocionales. Pretendemos comprender los diferentes factores que condicionan, impactan e intervienen en las elecciones teóricas y metodológicas de cada uno, y cómo éstas se vinculan al contexto histórico, social y académico, en el que se inserta el sujeto y su formación. Metodológicamente, explicamos conceptos que contribuyen a la formación docente. Se concluye que en esta perspectiva epistemológica, al planificar una búsqueda de la calidad de la formación docente, la Teoría de la Complejidad de Edgar Morin sirve de inspiración para permitir el mapeo de situaciones y experiencias de los docentes, para ayudar a la comprensión y reconstrucción de los pasos cotidianos de cada uno. educador que está trabajando, tejiendo relaciones entre la sociedad, el conocimiento, las tecnologías, la innovación, la creatividad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria da complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="pt"><![CDATA[Criatividade.]]></kwd>
<kwd lng="en"><![CDATA[Complexity theory]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="en"><![CDATA[Creativity.]]></kwd>
<kwd lng="es"><![CDATA[Teoría de la complejidad]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="es"><![CDATA[Creatividad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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