<?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>S0100-15742024000100637</article-id>
<article-id pub-id-type="doi">10.1590/1980531411094</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[CONCEPCIONES DE COLABORACIÓN DOCENTE EN POLÍTICAS EDUCATIVAS CHILENAS VIGENTES]]></article-title>
<article-title xml:lang="pt"><![CDATA[CONCEPÇÕES DA COLABORAÇÃO DOCENTE NAS POLÍTICAS EDUCACIONAIS CHILENAS VIGENTES]]></article-title>
<article-title xml:lang="en"><![CDATA[PERCEPTIONS OF TEACHER COLLABORATION IN CURRENT CHILEAN EDUCATIONAL POLICIES]]></article-title>
<article-title xml:lang="fr"><![CDATA[COLLABORATION ENSEIGNANTE ET POLITIQUES ÉDUCATIVES AU CHILI]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[San Martín]]></surname>
<given-names><![CDATA[Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[Johana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz Jorquera]]></surname>
<given-names><![CDATA[Solange]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Diego Portales  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742024000100637&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742024000100637&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742024000100637&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se presentan los resultados de una investigación cualitativa, cuyo objetivo ha sido identificar las concepciones de colaboración profesional subyacentes en la política del Programa de Integración Escolar y de Desarrollo Profesional Docente en Chile, analizando las convergencias y divergencias de los discursos oficiales presentes en textos y declaraciones de sus formuladores, por medio de entrevistas y análisis documental. Los resultados evidencian acuerdos y discrepancias en tres aspectos: conceptualización y propósitos de la colaboración; personas convocadas a colaborar y prácticas de trabajo colaborativo promovidas. Se discuten los hallazgos con particular énfasis en las divergencias de ambas políticas y posibles dificultades en su interpretación y puesta en acto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados de uma pesquisa qualitativa, cujo objetivo foi identificar as concepções da colaboração profissional subjacentes na política do Programa de Integración Escolar y de Desarrollo Profesional Docente [Programa de Integração Escolar e do Desenvolvimento Profissional Docente] no Chile. Através de entrevistas e análise documental, o artigo analisa as convergências e divergências dos discursos oficiais presentes nos textos e declarações dos seus formuladores. Os resultados mostram acordos e discrepâncias em três aspectos: conceituação e propósitos da colaboração; pessoas convidadas a colaborar e as práticas do trabalho colaborativo promovidas. Foram discutidas as descobertas com especial ênfase nas divergências de ambas as políticas e as possíveis dificuldades na sua interpretação e implementação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of a qualitative research aimed at identifying the perceptions of professional collaboration underlying the Programa de Integración Escolar y de Desarrollo Profesional Docente [School Integration Policy and the Teacher Professional Development Program] in Chile. By means of interviews and documentary analysis, it analyzes the convergences and divergences of the official discourses present in texts and statements of their developers. The results show agreements and discrepancies in three aspects: conceptualization and purposes of collaboration; people called to collaborate, and collaborative work practices promoted. The findings are discussed with particular emphasis on the divergences of both policies and possible difficulties in their interpretation and implementation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article présente les résultats d&#8217;une recherche qualitative dont l&#8217;objectif était d&#8217;identifier les conceptions de la collaboration professionnelle sous-jacentes à la politique du Programa de Integración Escolar y de Desarrollo Profesional Docente [Programme d&#8217;Intégration Scolaire et à celle du Développement Professionnel Enseignant] au Chili. À partir d&#8217;entretiens et d&#8217;une analyse documentaire, il analyse les convergences et divergences des discours officiels présents dans les textes et déclarations de leurs élaborateurs. Les résultats montrent des accords et des divergences sur trois aspects: la conceptualisation et les objectifs de la collaboration, les personnes appelées à collaborer et les pratiques de travail collaboratif proposées. La discussion met particulièrement l&#8217;accent sur les divergences entre les deux politiques publiques ainsi que sur les difficultés possibles concernant leur interprétation et leur mise en &#339;uvre.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[TRABAJO COLABORATIVO]]></kwd>
<kwd lng="es"><![CDATA[POLÍTICAS PÚBLICAS]]></kwd>
<kwd lng="es"><![CDATA[DESARROLLO PROFESIONAL]]></kwd>
<kwd lng="es"><![CDATA[INCLUSIÓN EDUCATIVA]]></kwd>
<kwd lng="pt"><![CDATA[TRABALHO COLABORATIVO]]></kwd>
<kwd lng="pt"><![CDATA[POLÍTICAS PÚBLICAS]]></kwd>
<kwd lng="pt"><![CDATA[DESENVOLVIMENTO PROFESSIONAL&#8226;]]></kwd>
<kwd lng="pt"><![CDATA[INCLUSÃO EDUCACIONAL]]></kwd>
<kwd lng="en"><![CDATA[COLLABORATIVE WORK]]></kwd>
<kwd lng="en"><![CDATA[PUBLIC POLICIES]]></kwd>
<kwd lng="en"><![CDATA[PROFESSIONAL DEVELOPMENT]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL INCLUSION]]></kwd>
<kwd lng="fr"><![CDATA[TRAVAIL COLLABORATIF]]></kwd>
<kwd lng="fr"><![CDATA[POLITIQUE PUBLIQUES]]></kwd>
<kwd lng="fr"><![CDATA[DÉVELOPPEMENT PROFESSIONNEL]]></kwd>
<kwd lng="fr"><![CDATA[INCLUSION ÉDUCATIVE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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