<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2015000300103</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v22n3p103-123</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DA INSTRUMENTALIZAÇÃO À EMANCIPAÇÃO: UMA ABORDAGEM DA INOVAÇÃO EM POLÍTICA E GESTÃO EDUCACIONAL PELA TEORIA CRÍTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[From Instrumentalization To Emancipation. An Approach To Innovation In Politics And Educational Management Through The Critical Theory]]></article-title>
<article-title xml:lang="es"><![CDATA[De la instrumentalización a la emancipación: una aproximación sobre la innovación en la gestión educativa y política desde la teoría crítica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DELGADO]]></surname>
<given-names><![CDATA[DARLAN MARCELO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,UFSCAR CEETEPS ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>103</fpage>
<lpage>123</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2015000300103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2015000300103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2015000300103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente ensaio aborda o tema da inova&#231;&#227;o em pol&#237;tica e gest&#227;o educacional, fazendo um breve resgate hist&#243;rico do surgimento da inova&#231;&#227;o no campo da educa&#231;&#227;o. Verifica-se que o fen&#244;meno da inova&#231;&#227;o nas pol&#237;ticas e nos instrumentos de gest&#227;o educacional foi condicionado por determinantes de natureza econ&#244;mica e sob a tutela do tecnicismo pedag&#243;gico. O objetivo central do estudo &#233; discutir a migra&#231;&#227;o da inova&#231;&#227;o do mundo da produ&#231;&#227;o e do campo da economia para a dimens&#227;o da cultura e campo da educa&#231;&#227;o para, ent&#227;o, oferecer uma proposta de compreens&#227;o da inova&#231;&#227;o educacional a partir de uma perspectiva cr&#237;tico-emancipat&#243;ria. Tal proposta est&#225; fundamentada nas contribui&#231;&#245;es te&#243;rico-metodol&#243;gicas da primeira gera&#231;&#227;o da Teoria Cr&#237;tica da Sociedade e inspirada no mito de Prometeu, a partir da trag&#233;dia grega de &#201;squilo. Para tanto, adota-se o tradicional formato ensa&#237;stico e as contribui&#231;&#245;es de Theodor Adorno e de Max Horkheimer para realizar a cr&#237;tica imanente &#224; concep&#231;&#227;o economicista de inova&#231;&#227;o educacional e esbo&#231;ar os pressupostos de inova&#231;&#245;es educacionais voltadas &#224; emancipa&#231;&#227;o e &#224; autonomia intelectual do indiv&#237;duo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study approaches innovation in politics and educational management sub jects, giving a historical review of the emergence of innovation in the field of education. It can be seen that the phenomenon of innovation in politics and the instruments of educational management was conditioned by determinants of economical nature and under the tutelage of pedagogical technicality. The main purpose of this study is to discuss the migration from the world of production and the field of economy to the scope of culture and the field of education and, then, to show a proposal of educational innovation understanding from a critical-emancipatory perspective. Such a proposal is based on the theoretical-methodolo gical contributions from the first generation of the Critical Theory of Society and inspired by the myth of Prometheus, from the Greek tragedy of Aeschylus. Therefore, it adopts the traditional essayistic format and the contributions of Theodor Adorno and Max Horkheimer to perform the immanent critic to the economicist conception of educational innovation and sketch the assumptions of educational innovations for the emancipation and intellectual autonomy of the individual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente ensayo aborda el tema de la innovaci&#243;n en la pol&#237;tica educativa y su administraci&#243;n, haciendo un breve rescate hist&#243;rico del surgimiento de la innovaci&#243;n en el campo de la educaci&#243;n. El fen&#243;meno de la innovaci&#243;n en las pol&#237;ticas e instrumentos de gesti&#243;n educativa estuvo condicionado por factores determinantes de naturaleza econ&#243;mica y bajo el amparo del tecnicismo pedag&#243;gico. El principal objetivo de este estudio es discutir la migraci&#243;n de la innovaci&#243;n en el mundo de la producci&#243;n y el campo econ&#243;mico hacia la dimensi&#243;n de la educaci&#243;n y la cultura, teniendo como resultado una propuesta de comprensi&#243;n de la innovaci&#243;n educativa desde una perspectiva emancipatoria. Dicha propuesta se basa en los aportes te&#243;rico-metodol&#243;gicos de la primera generaci&#243;n de la Teor&#237;a Cr&#237;tica de la sociedad y se inspira en el mito de Prometeo, a partir de la tragedia griega de Esquilo. Para ello se adopta el formato tradicional ensay&#237;stico y las contribuciones de Theodor Adorno y Max Horkheimer para realizar la cr&#237;tica inmanente de la concepci&#243;n economicista de la innovaci&#243;n educativa y esbozar los presupuestos de innovaciones educativas orientadas a la emancipaci&#243;n y la autonom&#237;a intelectual del individuo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[POLÍTICA EDUCACIONAL]]></kwd>
<kwd lng="pt"><![CDATA[ADMINISTRAÇÃO DA EDUCAÇÃO ESCOLAR]]></kwd>
<kwd lng="pt"><![CDATA[INOVAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[TEORIA CRÍTICA DA SOCIEDADE]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL POLITICS]]></kwd>
<kwd lng="en"><![CDATA[ADMINISTRATION OF SCHOOL EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[INNOVATION]]></kwd>
<kwd lng="en"><![CDATA[CRITICAL SOCIAL THEORY]]></kwd>
<kwd lng="es"><![CDATA[POLÍTICA EDUCATIVA]]></kwd>
<kwd lng="es"><![CDATA[ADMINISTRACIÓN DE LA EDUCACIÓN ESCOLAR]]></kwd>
<kwd lng="es"><![CDATA[INNOVACIÓN]]></kwd>
<kwd lng="es"><![CDATA[TEORÍA CRÍTICA DE LA SOCIEDAD]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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