<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932022000100111</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v27e2022a5389</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino, aprendizagem, práticas pedagógicas e inovação educacional: tecendo diálogos]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching, learning, pedagogical practices and educational innovations: weaking dialogues]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bordignon]]></surname>
<given-names><![CDATA[Lorita Helena Campanholo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisol]]></surname>
<given-names><![CDATA[Maria Teresa Ceron]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Joaçaba SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina Programa de Pós-Graduação em Educação Área das Ciências da Educação]]></institution>
<addr-line><![CDATA[Joaçaba SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932022000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932022000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932022000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto objetiva retomar reflexões relacionadas aos pressupostos epistemológicos, teóricos e pedagógicos do processo de ensino e de aprendizagem em contextos em que se busca construir perspectivas educacionais inovadoras frente a tantos desafios que se apresentam para a educação. De cunho bibliográfico reflexivo, aborda aspectos do ensino, aprendizagem e práticas pedagógicas, além de aspectos relacionados à inovação educacional. Os estudos e a análise realizados permitiram evidenciar que o ensino e a aprendizagem são processos desenvolvidos ao longo da vida, respaldados por pressupostos epistemológicos e pedagógicos. Faz-se necessário buscar superar algumas lacunas de cunho diretivo/tradicional que ainda se fazem presentes nas práticas pedagógicas. Sabe-se que esse movimento de mudança de paradigma educacional perspectivado pela inovação pedagógica não é pacífico e linear; mas marcado por tensões, avanços, retrocessos e desafios &#8211; como, por exemplo, o ensino remoto no contexto da pandemia. Evidencia-se que a efetividade de mudança de paradigma não se dá apenas pela imposição de leis ou documentos oficiais; requer, antes, protagonismo, participação, autonomia e cooperação dos professores, pois é um processo em construção; um caminho que se faz caminhando.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text aims to resume reflections related to the epistemological, theoretical and pedagogical assumptions in the teaching and learning process in contexts that seek to build innovative educational perspectives in the face of so many challenges that are presented to education. With a reflective bibliographic nature, it addresses aspects of teaching, learning, pedagogical practices and aspects related to educational innovation. The studies and analysis carried out showed that teaching and learning are processes developed throughout life, supported by epistemological and pedagogical assumptions. It is necessary to seek to overcome some directive/traditional gaps that are still present in pedagogical practices. We know that this movement to change the educational paradigm envisaged by pedagogical innovation is not peaceful and linear. It is marked by tensions, advances, setbacks and challenges, like remote teaching in the context of the pandemic. It was noted that the effectiveness of a paradigm shift is not only due to the imposition of laws or official documents; it requires, rather, protagonism, participation, autonomy and cooperation of teachers, as it is a process under construction, a path that is made by walking.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Inovação educacional]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Educational innovation]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
</kwd-group>
</article-meta>
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