<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432021000400092</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2021.v30.n64.p92-106</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CURRÍCULOS EM AÇÃO EM TEMPOS DE PANDEMIA: DESAFIOS DA INOVAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULUMS IN ACTION IN PANDEMIC TIME: CHALLENGES OF INNOVATION]]></article-title>
<article-title xml:lang="es"><![CDATA[CURRÍCULOS EN ACCIÓN EN TIEMPO DE PANDEMIA: DESAFÍOS DE LA INNOVACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Jacques de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Glaucia da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scherer]]></surname>
<given-names><![CDATA[Suely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR) Pontifícia Universidade Católica do Paraná (PUC-PR) ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC) Universidade Federal do Paraná (UFPR) ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR) Universidade Federal de Mato Grosso do Sul (UFMS) Pontifícia Universidade Católica de São Paulo (PUC-SP)]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>64</numero>
<fpage>92</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432021000400092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432021000400092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432021000400092&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo apresentamos uma pesquisa que teve o objetivo de analisar os currículos produzidos em tempos de pandemia para os alunos dos anos iniciais do Ensino Fundamental e identificar aspectos inovadores com o uso de tecnologias digitais (TD). É uma pesquisa de abordagem qualitativa do tipo exploratória que foi realizada com professoras da Educação Básica do município de Araucária, no estado do Paraná. As professoras foram convidadas a elaborar um plano de aula com uso de uma tecnologia digital e a responderem um questionário on-line. A partir dos dados analisados foi possível concluir que, apesar da pandemia ter levado as professoras a usarem mais as tecnologias digitais, elas precisam de formação continuada para compreender que um currículo em ação para ser inovador deverá alterar processos de transmissão de informações com uso de TD e que estas deverão estar integradas ao currículo, no qual o aluno é ativo na aula, seja ela presencial ou a distância.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this article we present a survey that aimed to analyze the curricula produced in times of pandemic, for students in the early years of elementary school and to identify innovative aspects with the use of digital technologies (DT). It is a research of qualitative approach of the exploratory type that was carried out with teachers of Basic Education of the municipality of Araucária, in the State of Paraná. The teachers were invited to develop a lesson plan using digital technology and to answer an online questionnaire. From the data analyzed, it was possible to conclude that although the pandemic has led teachers to use digital technologies more, they need continuing education to understand that a curriculum in action to be innovative must change information transmission processes using DT and that these should be integrated into the curriculum, in which the student is active in class, whether in person or remotely.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo presentamos una encuesta que tuvo como objetivo analizar los currículos producidos en tiempos de pandemia, para estudiantes en los primeros años de la escuela primaria e identificar aspectos innovadores con el uso de tecnologías digitales (TD). Se trata de una investigación de abordaje cualitativo de tipo exploratorio que se realizó con docentes de Educación Básica de la ciudad de Araucária, en el Estado de Paraná. Se invitó a los profesores a desarrollar un plan de lecciones utilizando tecnología digital y a responder un cuestionario en línea. A partir de los datos analizados, se pudo concluir que si bien la pandemia ha llevado a los docentes a utilizar más las tecnologías digitales, necesitan una formación continua para entender que un currículo en acción para ser innovador debe cambiar los procesos de transmisión de información mediante la TD y que estos deben integrarse. en el plan de estudios, en el que el alumno participa activamente en clase, ya sea en persona o de forma remota.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[elementary school]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[curricular integration]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[integração curricular]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[colegio]]></kwd>
<kwd lng="es"><![CDATA[enseñanza fundamental]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[integración curricular]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[O conceito de inovac&#807;a&#771;o em educac&#807;a&#771;o: uma revisa&#771;o necessa&#769;ria]]></article-title>
<source><![CDATA[Revista Educac&#807;a&#771;o - Universidade Federal de Santa Maria [online]]]></source>
<year>2019</year>
<volume>44</volume>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[THOMPSON]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
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<source><![CDATA[TIC Educação 2019. Pesquisa sobre o uso das tecnologias de informação e comunicação nas escolas brasileiras]]></source>
<year>2020</year>
<edition>1</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Comitê gestor da Internet no Brasil]]></publisher-name>
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