<?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>S1981-416x2020000200722</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.065.ds10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Integração das Tecnologias Digitais da Informação e Comunicação em Práticas Pedagógicas Inovadoras no Ensino Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Integration of Digital Information and Communication Technologies in Innovative Pedagogical Practices in Higher Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Integración de las tecnologías digitales de información y comunicación en prácticas pedagógicas innovadoras en la educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vidal]]></surname>
<given-names><![CDATA[Odaléa Feitosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mercado]]></surname>
<given-names><![CDATA[Luis Paulo Leopoldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[Nazaré da Mata PE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brazil</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>722</fpage>
<lpage>749</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000200722&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000200722&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000200722&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda a integração das tecnologias digitais da informação e comunicação no ensino superior com foco nas práticas pedagógicas inovadoras que se configuram no trabalho docente, tendo como objetivo identificar as práticas pedagógicas inovadoras no ensino superior com tecnologias digitais da informação e comunicação. A coleta dos dados ocorreu por meio de entrevistas narrativas com 10 docentes de instituições públicas e privadas situadas em diferentes estados brasileiros. Esses sujeitos integram o estudo subsidiado pelo saber da formação, experiências disciplinares e curriculares, através da história oral temática narrada por eles. Neste estudo, foram analisadas as seguintes categorias: concepção de mundo ou cultura digital; encontro com as TDIC; aprendizagem com TDIC; concepções de inovação pedagógica e tecnológica; inovação pedagógica com TDIC. Os resultados apontaram que faz-se necessário o reconhecimento do estudante como protagonista da aprendizagem e ao docente cabe a autoavaliação, reflexões e reconstruções da prática. No contexto da inovação, sugere novas formas de ensinar e aprender, é preciso haver mudança no currículo e a inserção das TDIC na prática pedagógica, aplicadas com intencionalidade. Trata-se de mudança de paradigma que apresenta mais do que a utilização, pois ressalta a importância de (re)significar as práticas já estabelecidas na docência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper addresses the integration of digital information and communication technologies (TDIC) in higher education with a focus on pedagogical innovation practices that are configured in teaching work, with the objective of identify innovations on pedagogical practices in higher education with TDIC. Data collection took place through narrative interviews with ten professors from public and private institutions located in different states in Brazil. These subjects integrate the study subsidized by the knowledge of the formation, disciplinary and curricular experiences, through the thematic oral history narrated by them. In this study, the following categories were analyzed: conception of the world or digital culture; meeting with TDIC; TDIC learning; conceptions of pedagogical and technological innovation; pedagogical innovation with TDIC. The results showed that it is necessary to recognize the student as the protagonist of learning and the teacher is responsible for self-assessment, reflections and reconstructions of the practice. In the context of innovation, it suggests new ways of teaching and learning, there needs to be a change in the curriculum and the insertion of TDIC in pedagogical practice, applied with intentionality. It is a paradigm shift that presents more than use, as it emphasizes the importance of reframe the practices already established in teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo aborda la integración de las tecnologías digitales de información y comunicación (TDIC) en la educación superior con un enfoque en prácticas pedagógicas innovadoras que se configuran en el trabajo docente, con el objetivo de identificar prácticas pedagógicas innovadoras en la educación superior con TDIC. La recolección de datos se realizó a través de entrevistas narrativas con diez profesores de instituciones públicas y privadas ubicadas en diferentes estados brasileños. Estas asignaturas integran el estudio subsidiado por el conocimiento de la formación, las experiencias disciplinarias y curriculares, a través de la historia oral temática narrada por ellos. En este estudio, se analizaron las siguientes categorías: concepción del mundo o cultura digital; reunión con TDIC; Aprendizaje TDIC; concepciones de innovación pedagógica y tecnológica; Innovación pedagógica con TDIC. Los resultados mostraron que es necesario reconocer al alumno como protagonista del aprendizaje y el profesor es responsable de la autoevaluación, las reflexiones y las reconstrucciones de la práctica. En el contexto de la innovación, sugiere nuevas formas de enseñanza y aprendizaje, debe haber un cambio en el plan de estudios y la inserción de TDIC en la práctica pedagógica, aplicada con intencionalidad. Es un cambio de paradigma que presenta más que uso, ya que enfatiza la importancia de (re) significar las prácticas ya establecidas en la enseñanza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[TDIC]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="en"><![CDATA[TDIC]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[TDIC]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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