<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492017000200250</article-id>
<article-id pub-id-type="doi">10.17058/rea.v25i2.8843</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inovação e integração das tecnologias digitais na docência universitária: conceitos e relações]]></article-title>
<article-title xml:lang="en"><![CDATA[Innovation and digital technologies integration in university teaching: concepts and relation]]></article-title>
<article-title xml:lang="es"><![CDATA[Innovación y integración de tecnologías digitales en la enseñanza universitaria: conceptos y relación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prata-Linhares]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[Rogério Dias de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>250</fpage>
<lpage>268</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492017000200250&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492017000200250&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492017000200250&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo &#233; discutir a incorpora&#231;&#227;o das tecnologias digitais nas salas de aula na educa&#231;&#227;o superior. Estudos nacionais e internacionais apontam que, apesar dos altos investimentos das pol&#237;ticas p&#250;blicas, integrar as tecnologias digitais na doc&#234;ncia ainda &#233; uma tarefa dif&#237;cil. Apresentamos uma pesquisa bibliogr&#225;fica sobre o conceito de inova&#231;&#227;o e suas rela&#231;&#245;es com as tecnologias digitais. Trazemos dados de pesquisas para discutir sobre a import&#226;ncia do desenvolvimento profissional docente e das pol&#237;ticas institucionais na educa&#231;&#227;o superior. Citamos e discutimos as falas de docentes mexicanos, espanh&#243;is e brasileiros sobre a integra&#231;&#227;o das tecnologias digitais em suas pr&#225;ticas pedag&#243;gicas. O referencial te&#243;rico baseia-se principalmente em autores latino-americanos, anglo-sax&#244;nicos e espanh&#243;is. O estudo ressalta que promover a inova&#231;&#227;o e a integra&#231;&#227;o das tecnologias digitais nas pr&#225;ticas de ensino &#233; um processo complexo, pois envolve, entre outros aspectos, os relacionados a quest&#245;es pessoais e subjetivas, e tamb&#233;m institucionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to discuss the digital technologies incorporation in higher education classrooms. National and international studies show that, despite the high investments in public policies, integrating digital technologies into teaching is still a difficult task. A review of the literature on the concept of innovation and its relationship with digital technologies is presented. Some research data are presented with the objective of analyzing the importance of professional teacher development and institutional policies in higher education. The opinions of Mexican, Spanish and Brazilian teachers on the integration of digital technologies in their teaching practices are mentioned and discussed. The theoretical framework is based mainly on Latin American, Anglo-Saxon and Spanish authors. The study points out that promoting innovation and the integration of digital technologies into teaching practices is a complex process, since it involves, among other aspects, those related to personal and subjective issues, as well as institutional ones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El prop&#243;sito de este art&#237;culo es discutir la incorporaci&#243;n de tecnolog&#237;as digitales en las aulas de la educaci&#243;n superior. Estudios nacionales e internacionales muestran que, a pesar de las altas inversiones de orden p&#250;blico, la integraci&#243;n de las tecnolog&#237;as digitales en la docencia sigue siendo una tarea dif&#237;cil. Se presenta una revisi&#243;n de la literatura sobre el concepto de innovaci&#243;n y su relaci&#243;n con las tecnolog&#237;as digitales. Algunos datos de investigaciones son presentados con el objetivo de analizar la importancia de desarrollo profesional docente y las pol&#237;ticas institucionales en la educaci&#243;n superior. Son mencionadas e discutidas las opiniones de docentes mexicanos, espa&#241;oles y brasile&#241;os sobre la integraci&#243;n de las tecnolog&#237;as digitales en sus pr&#225;cticas de ense&#241;anza. El marco te&#243;rico se basa principalmente en autores latinoamericanos, anglosajones y espa&#241;oles. El estudio se&#241;ala que la promoci&#243;n de la innovaci&#243;n y la integraci&#243;n de las tecnolog&#237;as digitales en las pr&#225;cticas de ense&#241;anza es un proceso complejo, ya que implica, entre otras cosas, la relaci&#243;n con aspectos personales, subjetivos e institucionales. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias de Informação e Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[High Education]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technologies]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Tecnología de La Información y La Comunicación]]></kwd>
<kwd lng="es"><![CDATA[Práctica Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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