<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602021000100147</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.78885</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inovações educacionais no tempo presente e rupturas no paradigma moderno: uma análise das pesquisas educacionais da Universidade de Genebra]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational innovations at the present time and ruptures in the modern paradigm: an analysis of the educational research of the University of Geneva]]></article-title>
<article-title xml:lang="fr"><![CDATA[Les innovations éducatives du temps présent et les ruptures dans le paradigme moderne : une analyse de la recherche en éducation de l&#8217;Université de Genève]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossi]]></surname>
<given-names><![CDATA[Ednéia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602021000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602021000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602021000100147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Os anos de 1990 têm se configurado como de deslocamento no modo de se pensar e de se organizar o trabalho escolar e a formação de professores. As mudanças estão associadas ao diagnóstico de que a escola está com dificuldade em manter um nível desejável de aprendizagem e que falha no papel de ensinar de forma eficaz a todos. Esse contexto de crise é, também, de processos de mudanças. Este estudo trata de inovações no campo do trabalho escolar e da formação de professores, a partir da produção e da experiência de pesquisadores do Laboratoire de Recherche Innovation, Formation, Éducation (LIFE) da Universidade de Genebra na Suíça. De cunho exploratório e qualitativo e utilizando a metodologia de análise de conteúdo proposta por Bardin (1977), esta investigação foi guiada pelo questionamento: Do que tratam as produções do LIFE quando discutem a inovação das práticas pedagógicas e da formação de professores? Embora toda inovação envolva algum grau de dificuldade e de resistência, nem todas possuem o mesmo grau de reação, uma vez que podem operar em níveis de mudanças mais ou menos complexos. Enquanto há inovações que desejam tocar nas estruturas que definem a cultura da organização das instituições escolares, como o tempo e o espaço que estruturam o seu trabalho, outras operam no plano do próprio trabalho, como as metodologias e os materiais didáticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The 1990s have been configured as a time of shift in the line of thought and of organizing schoolwork and teacher training. These changes are associated with the diagnosis that schools are having trouble to maintain a desirable level of learning and that they have failed in their role of teaching in an effective way for all. Such context of crisis is also of processes changing. This study brings about innovations in the field of schoolwork and teacher training from the production and experience of researchers at the Laboratoire de Recherche Innovation, Formation, Éducation (LIFE), in the University of Geneva, in Switzerland. Of exploratory and qualitative nature and utilizing the content analysis methodology as proposed by Bardin (1977), this study was guided by means of questioning: what do the productions of LIFE bring about when discussing innovation of pedagogical practices and teacher training? Despite all innovation having a degree of difficulty and resistance, not all possess the same level of reaction, since they can operate within different levels of change, being complex to different degrees. While certain innovations wish to reach the structures themselves, which define the organizational culture of schooling institutions such as the time and space that shape their work, others operate on the work itself, as methodologies and course material.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ Les années 1990 ont été configurées comme une période de déplacement dans la manière dont le travail scolaire et la formation des enseignants sont organisés et pensés. Ces changements sont associés au diagnostic selon lequel les écoles ont des difficultés à maintenir un niveau d&#8217;apprentissage souhaitable et qu&#8217;elles échouent dans leur rôle d&#8217;enseignement efficace pour tous. Ce contexte de crise est également un processus de changement. Cette étude traite des innovations dans le domaine du travail scolaire et de la formation des enseignants à partir de la production et de l&#8217;expérience des chercheurs du Laboratoire de Recherche Innovation, Formation, Éducation (LIFE) de l&#8217;Université de Genève en Suisse. De nature exploratoire et qualitative, et utilisant la méthodologie d&#8217;analyse de contenu proposée par Bardin (1977), cette investigation a été guidée par le questionnement : de quoi traitent les productions du LIFE lorsqu&#8217;elles traitent de l&#8217;innovation des pratiques pédagogiques et de la formation des enseignants ? Bien que chaque innovation implique un certain degré de difficulté et de résistance, toutes n&#8217;ont pas le même degré de réaction, car elles peuvent opérer à des niveaux de changement plus ou moins complexes. Si certaines innovations souhaitent toucher aux structures qui définissent la culture d&#8217;organisation des institutions scolaires, comme le temps et l&#8217;espace qui structurent leur travail, d&#8217;autres opèrent au niveau du travail lui-même, comme les méthodologies et le matériel pédagogique.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inovações educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Culturas escolares]]></kwd>
<kwd lng="pt"><![CDATA[Tempo presente]]></kwd>
<kwd lng="pt"><![CDATA[Universidade de Genebra na Suíça]]></kwd>
<kwd lng="en"><![CDATA[Educational innovations]]></kwd>
<kwd lng="en"><![CDATA[School cultures]]></kwd>
<kwd lng="en"><![CDATA[Present time]]></kwd>
<kwd lng="en"><![CDATA[University of Geneva in Switzerland]]></kwd>
<kwd lng="fr"><![CDATA[Innovations éducationnelles]]></kwd>
<kwd lng="fr"><![CDATA[Cultures scolaires]]></kwd>
<kwd lng="fr"><![CDATA[Temps présent]]></kwd>
<kwd lng="fr"><![CDATA[Université de Genève en Suisse]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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