<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742023000100509</article-id>
<article-id pub-id-type="doi">10.1590/1980531410136</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[COMUNIDADES DE APRENDIZAGEM: EFEITOS E DESAFIOS - UMA SCOPING REVIEW]]></article-title>
<article-title xml:lang="en"><![CDATA[LEARNING COMMUNITIES: EFFECTS AND CHALLENGES - A SCOPING REVIEW]]></article-title>
<article-title xml:lang="es"><![CDATA[COMUNIDADES DE APRENDIZAJE: EFECTOS Y DESAFÍOS - UNA SCOPING REVIEW]]></article-title>
<article-title xml:lang="fr"><![CDATA[COMMUNAUTÉS D&#8217;APPRENTISSAGE: EFFETS ET DÉFIS - UNE SCOPING REVIEW]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Generosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[José Joaquim Matias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Portuguesa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Portuguesa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</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>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100509&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100509&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100509&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo central desta scoping review, realizada segundo o quadro metodológico de Arksey e O&#8217;Malley, é compreender as mudanças organizacionais, culturais e pedagógicas geradas pelas Comunidades Profissionais de Aprendizagem, em meio escolar, nos últimos cinco anos, e encontrar, na literatura revista, lacunas que possam informar futuras investigações. Os resultados indicam que, embora os estudos sobre essas comunidades sejam numerosos e revelem os seus efeitos positivos, eles estão, essencialmente, fundamentados na compreensão teórica e concetual do seu construto, em atividades de curto prazo e em contextos situacionais limitados. Constata-se, assim, uma escassez de investigações que estudem tais comunidades numa perspetiva longitudinal e como propulsoras da construção de organizações aprendentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The primary objective of this scoping review, carried out using Arksey and O&#8217;Malley&#8217;s methodological framework, is to understand the organizational, cultural and pedagogical changes generated by Professional Learning Communities in schools over the last five years, and to find gaps in the reviewed literature that could guide future research. The results indicate that, although studies on these communities are numerous and reveal their positive effects, they are essentially based on a theoretical and conceptual understanding of their construct, on short-term activities, and in limited situational contexts. There is, thus, a noticeable lack of research studying such communities from a longitudinal perspective and as drivers for building learning organizations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo central de esta scoping review, realizada según el cuadro metodológico de Arksey y O&#8217;Malley, es comprender los cambios organizacionales, culturales y pedagógicos generados por las Comunidades Profesionales de Aprendizaje, en el medio escolar, en los últimos cinco años, y encontrar, en la literatura revisada, lagunas que pueden informar futuras investigaciones. Los resultados indican que, si bien los estudios sobre estas comunidades son numerosos y revelan sus efectos positivos, ellos están, esencialmente, fundamentados en la comprensión teórica y conceptual de su constructo, en actividades de corto plazo y en contextos situacionales limitados. Se constata, así, una escasez de investigaciones que estudien dichas comunidades desde una perspectiva longitudinal y como impulsoras de la construcción de organizaciones de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;objectif principal de cette scoping review, réalisée suivant le cadre méthodologique d&#8217;Arksey et O&#8217;Malley, est de comprendre les changements organisationnels, culturels et pédagogiques générés par les communautés d&#8217;apprentissage professionnelles en milieu scolaire au cours des cinq dernières années et d&#8217;identifier dans la littérature des lacunes permettant de guider de futures recherches. Bien qu&#8217;il existe de nombreuses études sur ces communautés révélant leurs effets positifs, les résultats indiquent que ces dernières sont essentiellement basées sur une compréhension théorique et conceptuelle de leur construct, ainsi que sur des activités à court terme dans des contextes situationnels limités. On constate donc une carence de recherches sur ces communautés dans une perspective longitudinale et comme forces motrices de la construction d&#8217;organisations apprenantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[COMUNIDADE PROFISSIONAL DE APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[CULTURA ORGANIZACIONAL]]></kwd>
<kwd lng="pt"><![CDATA[METODOLOGIA DE PESQUISA]]></kwd>
<kwd lng="pt"><![CDATA[SCOPING REVIEW]]></kwd>
<kwd lng="en"><![CDATA[PROFESSIONAL LEARNING COMMUNITY]]></kwd>
<kwd lng="en"><![CDATA[ORGANIZATIONAL CULTURE]]></kwd>
<kwd lng="en"><![CDATA[RESEARCH METHODOLOGY]]></kwd>
<kwd lng="en"><![CDATA[SCOPING REVIEW]]></kwd>
<kwd lng="es"><![CDATA[COMUNIDAD DE APRENDIZAJE PROFESIONAL]]></kwd>
<kwd lng="es"><![CDATA[CULTURA ORGANIZACIONAL]]></kwd>
<kwd lng="es"><![CDATA[METODOLOGÍA DE INVESTIGACIÓN]]></kwd>
<kwd lng="es"><![CDATA[REVISIÓN DEL ALCANCE]]></kwd>
<kwd lng="fr"><![CDATA[COMMUNAUTÉ]]></kwd>
<kwd lng="fr"><![CDATA[D&#8217;APPRENTISSAGE PROFESSIONNELLE]]></kwd>
<kwd lng="fr"><![CDATA[CULTURE ORGANISATIONNELLE]]></kwd>
<kwd lng="fr"><![CDATA[MÉTHODOLOGIE DE RECHERCHE]]></kwd>
<kwd lng="fr"><![CDATA[SCOPING REVIEW]]></kwd>
</kwd-group>
</article-meta>
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