<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000200528</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.065.ds02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimento e aprendizagem na educação superior: desafios curriculares e pedagógicos no século XXI]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge and learning in higher education: curricular and pedagogical challenges in the 21st century]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimiento y aprendizaje en la educación superior: desafíos curriculares y pedagógicos en el siglo XXI]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacheco]]></surname>
<given-names><![CDATA[José Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Joana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maia]]></surname>
<given-names><![CDATA[Ila Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>65</numero>
<fpage>528</fpage>
<lpage>557</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000200528&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000200528&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000200528&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Partindo da questão &#8220;Que desafios curriculares e pedagógicos enfrenta a educação superior no século XXI, tendo em consideração a relação indissociável entre conhecimento e aprendizagem?&#8221;, neste artigo são abordados os conceitos de conhecimento e aprendizagem, perspetivados pelos desafios curriculares e pedagógicos que o século XXI coloca de um modo tão profundo a partir de dinâmicas de mudança, que encontram nas tecnologias digitais e na inteligência artificial um fator de potenciação para limites inimagináveis. Os dados são descritos e analisados a partir de estudos de caso, com vista a identificar desafios curriculares e pedagógicos, servindo ainda de fundamentação de uma pedagogia como conversação complexa e deliberativa na educação superior. Conclui-se que o principal desafio pedagógico que o conhecimento traz à sociedade de hoje é o repensar das aprendizagens para o século XXI, assim como a mudança na educação superior é ao mesmo tempo formal e informal, em que as tecnologias digitais originam mudanças oceânicas nas atuais formas de aprender e ensinar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Taking as a starting point the question &#8220;What curricular and pedagogical challenges does higher education face in the 21st century in view of the inseparable relationship between knowledge and learning?&#8221;, in this article the concepts of knowledge and learning are addressed, which are foreshadowed by the curricular and pedagogical challenges that the 21st century poses in such a profound way from dynamics of change, which find in digital technologies and artificial intelligence a factor of potentiating to unimaginable limits. The data are described and analyzed from case studies, in order to identify curricular and pedagogical challenges, also serving as the basis of a pedagogy as a complex and deliberative conversation in higher education. The conclusion is that the main pedagogical challenge that knowledge brings to today's society is the rethinking of learning for the 21st century, and that the change in higher education is both formal and informal, in which digital technologies give rise to oceanic changes in the ongoing ways of learning and teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Tomando como punto de partida la pregunta ¿Qué desafíos curriculares y pedagógicos enfrenta la educación superior en el siglo XXI en vista de la inseparable relación entre el conocimiento y el aprendizaje? Los datos se describen y analizan a partir de estudios de casos con el fin de identificar los retos curriculares y pedagógicos, sirviendo también de base para una pedagogía como una conversación compleja y deliberativa en la educación superior. La conclusión es que el principal reto pedagógico que el conocimiento aporta a la sociedad actual es el replanteamiento del aprendizaje para el siglo XXI y también que la educación superior es al mismo tiempo formal e informal, en la que las tecnologías digitales dan lugar a cambios oceánicos en las actuales formas de aprendizaje y enseñanza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Desafios curriculares e pedagógicos]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Curricular and pedagogical challenges]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Desafíos curriculares y pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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