<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302022000100304</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-50</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Transglobalidade, cosmopolitismo e inovação como linguagens da escola em tempo de crise]]></article-title>
<article-title xml:lang="es"><![CDATA[Transglobalidad, cosmopolitismo e innovación como lenguas escolares en tiempos de crisis]]></article-title>
<article-title xml:lang="en"><![CDATA[Transglobality, cosmopolitanism and innovation as school languages in times of crisis]]></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[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 Instituto de Educação ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</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>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Soprando ventos globalizados de contradição, com o objetivo de tornar mais comum a sociedade, num processo de múltiplas uniformidades, o cosmopolitismo surge como princípio que pode contribuir para o pensar e o agir dos sujeitos em instituições de educação e formação, desde a educação infantil até ao ensino superior. Daí que, numa análise das linguagens que hoje coexistem no ambiente das escolas, seja referida a atitude cosmopolita docente (PACHECO, 2018), orientada para a inclusão, a diversidade e a equidade, em que a subjetividade é algo que não faz da educação um mero processo de aquisição de conhecimentos, capacidades e atitudes, mas um projeto de realização pessoal, na exploração das ideias de Dewey (1902/2002). Para se conseguir esta atitude cosmopolita, a linguagem da inovação, juntamente com outras, caso das tecnologias digitais, está bem presente nas políticas educacionais, ainda que tenha sido perspetivada mais na procura de um alinhamento curricular com processos de melhoria (FULLAN, 2015) do que no registo de um acontecimento (&#381;I&#381;EK, 2017), que se torna único, espontâneo e não suscetível de ser transformado em regras, que têm alimentado a gramática da escola, isto é, uma escola em crise pelos comuns organizacional, curricular e pedagógico que têm sido marcantes nos últimos dois séculos (LABAREE, 2012; TYACK; CUBAN, 1995).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Soplando vientos globalizados de contradicción, con el objetivo de hacer que la sociedad sea más común, en un proceso de múltiples uniformidades, el cosmopolitismo emerge como un principio que puede contribuir al pensamiento y la actuación de los sujetos en las instituciones educativas y de formación, desde la educación de la primera infancia hasta la enseñanza superior. Por lo tanto, en un análisis de los idiomas que actualmente coexisten en el entorno escolar, se menciona la actitud docente cosmopolita (PACHECO, 2018), orientada hacia la inclusión, la diversidad y la equidad, en la que la subjetividad es algo que no hace de la educación un mero proceso de adquirir conocimientos, habilidades y actitudes, pero un proyecto de realización personal, explorando las ideas de Dewey (1902/2002). Para lograr esta actitud cosmopolita, el lenguaje de la innovación, junto con otros, como las tecnologías digitales, está muy presente en las políticas educativas, aunque se ha visto más en la búsqueda de una alineación curricular con los procesos de mejora (FULLAN, 2015) que en el registro de un evento (&#381;I&#381;EK, 2017), que se vuelve único, espontáneo y no susceptible de transformarse en reglas, que han alimentado la gramática escolar, es decir, una escuela en crisis debido al común organizacional, curricular y pedagógico, que han sido notables en los últimos dos siglos (LABAREE, 2012; TYACK; CUBAN, 1995).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Blowing up globalized winds of contradiction to make society more common, in the process of multiple uniformities, cosmopolitanism emerged as a principle that can contribute to the thinking and acting of subjects in education and training institutions, from kindergarten to higher education. Hence, in an analysis of the languages that coexist today in the school environment, mention should be made of the cosmopolitan teaching attitude (PACHECO, 2018), oriented towards inclusion, diversity, and equity, in which subjectivity is something that does not make education a mere process of acquisition of knowledge, capacities, and attitudes, but a project of personal fulfillment, in the exploration of Dewey's ideas (1902/2002). In order to achieve this cosmopolitan attitude, the language of innovation, along with others, in the case of digital technologies, is well present in educational policies. However, it has been more focused on the search for a curricular alignment with improvement processes (FULLAN, 2015) that in the register of an event (&#381;I&#381;EK, 2017), which becomes unique, spontaneous and not susceptible to being transformed into rules, which have fed the grammar of the school, that is, a school in crisis by the common organizational, curricular and pedagogical have been marked in the last two centuries (LABAREE, 2012; TYACK; CUBAN, 1995).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Transglobalidade]]></kwd>
<kwd lng="pt"><![CDATA[Cosmopolitismo]]></kwd>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="es"><![CDATA[Transglobalidad]]></kwd>
<kwd lng="es"><![CDATA[Cosmopolitismo]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="en"><![CDATA[Transglobality]]></kwd>
<kwd lng="en"><![CDATA[Cosmopolitanism]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
</kwd-group>
</article-meta>
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