<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362019000300621</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002701621</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Procesos de mejora en los centros educativos: ejemplificación de tres campos de análisis e innovación docente]]></article-title>
<article-title xml:lang="pt"><![CDATA[Processos de melhoria em centros educacionais: exemplificação de três campos de análise e inovação de profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[Quality improvement in educational centers: exemplification of three fields of teacher analysis and innovation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[Francisco Javier Pericacho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[María Vaíllo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallego]]></surname>
<given-names><![CDATA[Silvia Zamorano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanchez-Paulete]]></surname>
<given-names><![CDATA[Nuria Camuñas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Antonio de Nebrija  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Antonio de Nebrija  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Antonio de Nebrija  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Antonio de Nebrija  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>104</numero>
<fpage>621</fpage>
<lpage>630</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000300621&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000300621&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000300621&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los debates en torno a la mejora de la calidad de los centros educativos tienen un lugar privilegiado en las agendas político-educativas. El objetivo del presente artículo es reflexionar sobre el cambio y la mejora que deben experimentar los centros educativos en su etapa obligatoria para consolidar procesos de enseñanza y aprendizaje integrales y de calidad. A nivel metodológico, se realiza una revisión bibliográfica sistemática sobre los procesos de mejora escolar. Tras ella, se ofrecen algunos de los resultados más relevantes en tres ámbitos de estudio: la neuropsicología aplicada a la educación, los informes comparativos internacionales de impacto y, por último, las aportaciones de los Movimientos Mejora de la Escuela y Eficacia Escolar. Las conclusiones ofrecen una síntesis teórica y práctica que favorece el debate sobre cómo y en qué dirección se deben orientar los intentos de mejora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os debates em torno da melhoria da qualidade dos centros educativos têm lugar privilegiado nas agendas político-educativas. O objetivo deste artigo é refletir sobre a melhoria dos centros educacionais em sua etapa obrigatória para consolidar processos de ensino e aprendizagem integral e de qualidade. No nível metodológico, é realizada uma revisão bibliográfica sistemática sobre os processos de melhoria escolar. Posteriormente, alguns resultados relevantes são oferecidos em três áreas de estudo: neuropsicologia aplicada à educação, relatórios comparativos de impacto internacional e, finalmente, as contribuições dos Movimentos de Melhoria Escolar e Eficiência Escolar. As conclusões oferecem uma síntese teórica e prática que favorece o debate sobre como e em que direção as tentativas de melhoria devem ser orientadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Debates around the improvement of the quality of the educational centers have a privileged place in the political-educational agendas. The objective of this article is to reflect on the change and improvement that schools must undergo in their obligatory stage to consolidate integral quality teaching and learning processes. A systematic bibliographic review is carried out on school improvement processes. After it, some of the most relevant results are offered in three areas of study: neuropsychology applied to education, international comparative impact reports and finally, contributions of the School Improvement and School Efficiency Movements. The conclusions offer a theoretical and practical synthesis that favors the debate on how and in which direction the improvement attempts should be oriented.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Calidad educativa]]></kwd>
<kwd lng="es"><![CDATA[Escolaridad obligatoria]]></kwd>
<kwd lng="es"><![CDATA[Mejora de la escuela]]></kwd>
<kwd lng="es"><![CDATA[Neuropsicología]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade educacional]]></kwd>
<kwd lng="pt"><![CDATA[Escolaridade obrigatória]]></kwd>
<kwd lng="pt"><![CDATA[Melhoria escolar]]></kwd>
<kwd lng="pt"><![CDATA[Neuropsicologia]]></kwd>
<kwd lng="en"><![CDATA[educational quality]]></kwd>
<kwd lng="en"><![CDATA[compulsory education]]></kwd>
<kwd lng="en"><![CDATA[school improvement]]></kwd>
<kwd lng="en"><![CDATA[neuropsychology]]></kwd>
</kwd-group>
</article-meta>
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