<?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>S1981-416x2022000200934</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.073.ao04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Lógicas de ação docente em tempos de pandemia: entre inovações pedagógicas e a manutenção da forma escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Logics of teaching action in times of a pandemic: between pedagogical innovations and maintenance of school format]]></article-title>
<article-title xml:lang="es"><![CDATA[Lógicas de la acción docente en tiempos de pandemia: entre las innovaciones pedagógicas y el mantenimiento de formato escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquita]]></surname>
<given-names><![CDATA[Silvana Soares de Araujo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Maria Inês Galvão Flores Marcondes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>73</numero>
<fpage>934</fpage>
<lpage>959</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000200934&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000200934&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000200934&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho visa a identificar novas e antigas lógicas de ação que transitam pelo trabalho docente em tempos de pandemia de Covid-19, permitindo reunir elementos para refletir sobre inovação pedagógica e reinvenção da escola. O trabalho analisa os dados provenientes de duas pesquisas nacionais quantitativas, Fundação Carlos Chagas e Gestrado, além de dados qualitativos produzidos por observações do cotidiano de nove professores que atuam nos anos iniciais de quatro escolas, através de relatório de vinte e quatro estagiários de um curso de pedagogia. Identificam-se quatro novas lógicas que passaram a influenciar o trabalho dos professores: a lógica curricular, a lógica do tempo e espaço, a lógica do ensino-aprendizagem e a lógica relacional. Constata-se que, mesmo diante dessas novas lógicas, as práticas pedagógicas dos docentes, associadas aos objetivos da escola e ao currículo, não se alteram frente às lógicas de ação tradicionais, pois a forma escolar dominante limita as possibilidades de reinvenção. No entanto, professores, nomeados de inovadores, conseguem construir outras lógicas de ação com base em novas respostas para questões clássicas sobre &#8220;Por que ensinar? Para quem ensinar? O que ensinar? Como ensinar?&#8221;. Conclui-se que a reinvenção da escola pós-pandemia passa pela resiliência e inovação de professores capazes de desnaturalizar lógicas de ação curriculares, organizacionais e didáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aims to identify new and old logics of action that transit through teaching work in times of COVID-19 pandemic, which brings together elements to reflect on pedagogical innovation and school reinvention. We analyzed data from two national quantitative surveys, Fundação Carlos Chagas and Gestrado, and qualitative data produced by twenty-four pedagogy course trainees. They observed the daily lives of nine teachers of early years from four schools. We identified four new logics that have influenced the work of teachers: the curricular logic, the logic of time and space, the teaching-learning logic, and the relational logic. We noticed that, even in face of these new logics, teachers&#8217; pedagogical practices, the school's objectives and the curricula did not change in face of traditional logics of action, since the school dominant form limits the possibilities of reinvention. However, innovative teachers succeed in building other logics of action based on new answers to the questions &#8220;Why teach? Who to teach for? What to teach? How to teach?&#8221;. It is concluded that the reinvention of the post-pandemic school involves the resilience and innovation of teachers who are capable of denaturalizing curricular, organizational, and didactic logics of action.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene como objetivo identificar nuevas y viejas lógicas de actuación que transitan sobre el trabajo docente en tiempos de la pandemia del COVID-19, reuniendo elementos para reflexionar sobre la innovación y la reinvención escolar. Se analizan datos de dos encuestas cuantitativas nacionales, Fundação Carlos Chagas y Gestrado, así como datos cualitativos producidos por observaciones del cotidiano de nueve docentes en los primeros años de cuatro escuelas, a través del relato de veinticuatro pasantes de un curso de Pedagogía. Se identifican cuatro nuevas lógicas que inciden en el trabajo de los docentes: la lógica curricular, la lógica del tiempo y del espacio, la lógica de la enseñanza-aprendizaje y la lógica relacional. Se constata que, incluso frente a estas nuevas lógicas, las prácticas pedagógicas de los profesores, asociadas a los objetivos de la escuela y al currículo, no cambian frente a las lógicas tradicionales de acción, ya que la forma de escuela dominante limita las posibilidades de reinvención. Sin embargo, los docentes innovadores logran construir otras lógicas de acción a partir de nuevas respuestas a las preguntas &#8220;¿Por qué enseñar? ¿A quién enseñar? ¿Qué enseñar? ¿Cómo enseñar?". Se concluye que la reinvención de la escuela pospandemia pasa por la resiliencia e innovación de los docentes capaces de desnaturalizar las lógicas de actuación curricular, organizativa y didáctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Lógicas de ação]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia de Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="en"><![CDATA[Logic of action]]></kwd>
<kwd lng="en"><![CDATA[Teaching work]]></kwd>
<kwd lng="en"><![CDATA[Covid-19 pandemic]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="es"><![CDATA[Lógica de la acción]]></kwd>
<kwd lng="es"><![CDATA[Trabajo docente]]></kwd>
<kwd lng="es"><![CDATA[Pandemia de COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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