<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732021000200045</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perspectivas de la comunidad de la UNAM sobre innovación educativa: un análisis temático del Encuentro &#8220;Vocación por lo nuevo&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[Perspectives of the UNAM community on educational innovation: a thematic analysis of the Meeting &#8220;Vocación por lo nuevo&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado Saavedra]]></surname>
<given-names><![CDATA[Julio Arnoldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Flores]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luna de la Luz]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Mendiola]]></surname>
<given-names><![CDATA[Melchor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>86</numero>
<fpage>45</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732021000200045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732021000200045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732021000200045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen Conceptualizar la innovación educativa resulta un reto para las ins tituciones educativas por el carácter polisémico y contextual del tér mino. Para identificar las perspectivas de la comunidad de la UNAM sobre este concepto, se realizó un análisis temático de las sesiones del Encuentro de Innovación Educativa, organizado en febrero de 2017 por la Coordinación de Desarrollo Educativo e Innovación Cu rricular. Se identificaron cinco temas que plasman las ideas y pre ocupaciones de los ponentes y la audiencia: qué es innovación e innovación educativa, para qué y cómo se innova, condiciones favo rables y desfavorables para la innovación, y malestares que detonan la innovación. Se constató que los participantes tienen clara la com plejidad en la conceptualización del término y consideran elementos que aparecen en la literatura del tema, tales como novedad, cambio, mejora, eficacia, instrumentación. Asimismo, mencionan tanto facto res individuales como organizacionales y colectivos entre las condi ciones que impulsan, favorecen y obstaculizan la innovación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract Defining educational innovation is a challenge for universities due to its polisemic and contextual nature. In order to analyze how this concept is conceived at UNAM, we conducted a thematic analysis of the discussion that took place during the Encuentro de Innovación Educativa: Vocación por lo nuevo organized in February 2017 and identified five themes: the definition of educational innovation, the purposes that drive innovation, the process it involves, the condi tions that favor and hinder innovation, and critical incidents that trigger educational transformation. The main findings were that members of the academic community are aware that defining edu cational innovation is a complex endeavor and consider many of the fundamental elements that are accounted for in the literature, such as novelty, change, improvement, efficacy, implementation. They also mention individual, organizational and collective factors among the conditions that drive, favor and inhibit innovation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Innovaciones educativas]]></kwd>
<kwd lng="es"><![CDATA[cambio educacional]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[cultura institucional]]></kwd>
<kwd lng="es"><![CDATA[redes educativas]]></kwd>
<kwd lng="en"><![CDATA[Educational innovation]]></kwd>
<kwd lng="en"><![CDATA[educational change]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[institutional culture]]></kwd>
<kwd lng="en"><![CDATA[educational networks]]></kwd>
</kwd-group>
</article-meta>
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