<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982023000100140</article-id>
<article-id pub-id-type="doi">10.1590/0102-469838758</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[IMPACTOS DOS CONTEXTOS EMERGENTES NA AULA UNIVERSITÁRIA: TENSÕES E PERSPECTIVAS]]></article-title>
<article-title xml:lang="es"><![CDATA[IMPACTOS DE LOS CONTEXTOS EMERGENTES EN EL AULA UNIVERSITARIA: TENSIONES Y PERSPECTIVAS]]></article-title>
<article-title xml:lang="en"><![CDATA[IMPACTS OF EMERGING CONTEXTS IN THE UNIVERSITY CLASS: TENSIONS AND PERSPECTIVES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NÖRNBERG]]></surname>
<given-names><![CDATA[LUI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RESCHKE]]></surname>
<given-names><![CDATA[MARIA JANINE DALPIAZ]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GARCIA]]></surname>
<given-names><![CDATA[JULIANA BITTENCOURT]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdades Integradas de Taquara  ]]></institution>
<addr-line><![CDATA[Taquara RS]]></addr-line>
<country>Brazil</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>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982023000100140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982023000100140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982023000100140&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Pensar a universidade em contextos emergentes requer considerar que, se a universidade de outrora errou por dar excessiva ênfase ao passado, a de hoje se vê impelida pelo presente inexorável e pelo futuro imprevisível, forçando-a a rever as suas concepções e as práticas pedagógicas desenvolvidas na aula universitária. O recorte do estudo que aqui apresentamos se deteve a analisar de modo qualitativo três relatos de práticas protagonizadas e apresentadas por participantes do XI Seminário Internacional de Educação Superior (XI SIES) da Rede Sul-brasileira de Investigadores da Educação Superior (RIES), realizado em 2018 na Universidade Federal de Pelotas (UFPel). Os trabalhos selecionados obedecem ao critério de apresentar, pelo menos, duas das dimensões de inovação, pois entendemos que uma prática inovadora deve apresentar, pelo menos, duas das dimensões propostas por Cunha (2006). Os trabalhos elegidos apresentaram duas dimensões relacionadas e com maior destaque, são elas: Ruptura com a forma tradicional de ensinar e aprender e Reorganização da relação teoria/prática. Os autores que sustentaram este trabalho foram, principalmente, Santos (2010), Franco (2012), Didriksson (2008), Cunha (1998, 2006), Morosini (2014), Tardif (2002) e Shulman (1989), orientando a análise pretendida na compreensão dos contextos emergentes ou no campo das práticas pedagógicas e da inovação. Os desafios são muitos, mas o estudo evidenciou o interesse e o protagonismo de professores e estudantes na direção de uma prática pedagógica mais significativa e emancipatória.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Pensar la universidad en contextos emergentes exige considerar que, si la universidad de antaño se equivocó al dar excesivo énfasis al pasado, la universidad de hoy se ve impulsada por el inexorable presente y el imprevisible futuro, lo que la obliga a revisar sus concepciones y prácticas pedagógicas en la clase universitaria. El corte del estudio que aquí presentamos, se detuvo a analizar cualitativamente tres informes de prácticas protagonizadas y presentadas por los participantes del XI Seminario Internacional de Educación Superior (XI SIES) de la Red Sur Brasileña de Investigadores de Educación Superior (RIES), realizado en 2018 en la Universidad Federal de Pelotas. Los trabajos seleccionados cumplen el criterio de presentar, al menos, dos de las dimensiones de la innovación, porque entendemos que una práctica innovadora debe presentar, al menos, dos de las dimensiones propuestas por Cunha (2006). Los estudios seleccionados presentaron dos dimensiones relacionadas con mayor énfasis: Ruptura con la forma tradicional de enseñar y aprender y Reorganización de la relación teoría/práctica. Los autores que apoyaron este trabajo fueron, principalmente, Santos (2010), Franco (2012), Didriksson (2008), Cunha (1998, 2006), Morosini (2014), Tardif (2002) y Shulman (1989), orientando el análisis pretendido, ya sea en la comprensión de los contextos emergentes, o en el campo de las prácticas pedagógicas y la innovación. Los retos son muchos, pero el estudio evidenció el interés y el protagonismo de profesores y alumnos hacia una práctica pedagógica más significativa y emancipadora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Thinking about the university in emerging contexts requires considering that, if the university of yore was wrong to give excessive emphasis to the past, today's is driven by the inexorable present and the unpredictable future, forcing it to review its conceptions and pedagogical practices in university class. The scope of the study presented here focused on a qualitative analysis of three reports of practices carried out and presented by participants of the XI Seminário Internacional de Educação Superior (XI SIES) of the South Brazilian Network of Higher Education Investigators, held in 2018 at the Universidade Federal de Pelotas. The selected works obey the selection criterion of presenting, at least, two of the most prominent and related dimensions of innovation, they are: Break with the traditional way of teaching and learning and Reorganization of the theory/practice relationship because we understand that an innovative practice must present at least two of the dimensions proposed by Cunha (2006). The authors who supported this work were mainly Santos (2010), Franco (2012), Didriksson (2008), Cunha (1998, 2006), Morosini (2014), Tardif (2002) and Shulman (1989), guiding the intended analysis, whether in the understanding of emerging contexts, or in the field of pedagogical practices and innovation. The challenges are many, but the study showed the interest and protagonism of teachers and students in the direction of a more significant and emancipatory.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pedagogia universitária]]></kwd>
<kwd lng="pt"><![CDATA[inovação]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="es"><![CDATA[pedagogía universitaria]]></kwd>
<kwd lng="es"><![CDATA[innovación]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="en"><![CDATA[university pedagogy]]></kwd>
<kwd lng="en"><![CDATA[innovation]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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