<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722023000300039</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2023.41.1589</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una aproximación a la innovación en la formacion doctoral en educación]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uma aproximação à inovação na formação de doutores em educação]]></article-title>
<article-title xml:lang="en"><![CDATA[An Approach to Innovation in Doctoral Programs in Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Mesa]]></surname>
<given-names><![CDATA[Julio-Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leal-Urueña]]></surname>
<given-names><![CDATA[Linda-Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Santo Tomás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>41</numero>
<fpage>39</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722023000300039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722023000300039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722023000300039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza el concepto de cultura de la innovación educativa como punto de partida para que los estudiantes reflexionen sobre el desarrollo de sus tesis doctorales. Metodológicamente, se adoptó un enfoque de investigación cualitativa, basado en los estudios de percepción. Participaron trece estudiantes del programa de doctorado en Educación de la Universidad Santo Tomás (Colombia), quienes respondieron un formulario de pregunta abierta basado en la descripción de experiencias de vida y enmarcado en nueve momentos del ciclo de innovación. Los resultados obtenidos muestran alta recursividad en la experiencia de vida para pensar y resolver problemas que obligan a rutas o procesos nuevos. Sin embargo, se observó un desconocimiento de los principios básicos en procesos de innovación y de métodos sistemáticos enfocados en lograr resultados de innovación. Asimismo, se identificó que los participantes no construyen relaciones entre los procesos de innovación y su formación académica. Se presume que dichos resultados explican, en gran medida, la escasa relevancia social de las tesis doctorales en educación en Colombia. Se concluye la importancia de abordar metodológicamente el problema de la innovación educativa en los programas de formación doctoral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa o conceito de cultura de inovação educacional como ponto de partida para os estudantes refletirem sobre o desenvolvimento de suas teses de doutorado. Metodologicamente, adotou-se a abordagem qualitativa de pesquisa, baseada em estudos de percepção. Participaram treze alunos do programa de doutorado em Educação da Universidad Santo Tomás (Colômbia), que responderam a um formulário de perguntas abertas com base na descrição de experiências de vida e enquadradas em nove momentos do ciclo de inovação. Os resultados obtidos mostram alta recursão na experiência de vida para pensar e resolver problemas que forçam novos caminhos ou processos. No entanto, observou-se um desconhecimento dos princípios básicos dos processos de inovação e dos métodos sistemáticos voltados para o alcance de resultados de inovação. Da mesma forma, identificou-se que os participantes não constroem relações entre os processos de inovação e sua formação acadêmica. Presume-se que esses resultados expliquem, em grande medida, a escassa relevância social das teses de doutorado em educação na Colômbia. Conclui-se a importância de abordar metodologicamente o problema da inovação educacional nos programas de formação de doutores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the concept of educational innovation culture as a starting point for students to conduct reflections about the development of their doctoral theses. The methodological approach adopted was a qualitative research perspective, based on perception studies. Thirteen students enrolled in the doctoral program in Education at the Universidad Santo Tomás (Colombia) answered an open-ended questionnaire based on the description of life experiences and framed in nine moments of the innovation cycle. The results revealed a high level of recursiveness in the life experience used to think about and solve problems that require new routes or processes. On the other hand, a lack of knowledge of the basic principles of innovation processes and of systematic methods focused on achieving innovation results was observed. Likewise, we identified that participants do not build relationships between innovation processes and their academic background. These results are presumed to explain, to a large extent, the scarce social relevance of doctoral theses in education in Colombia. As a conclusion, we suggest that it is important to address methodologically the problem of educational innovation in doctoral training programs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[innovación educacional]]></kwd>
<kwd lng="es"><![CDATA[antropología de la educación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
<kwd lng="es"><![CDATA[doctorado]]></kwd>
<kwd lng="es"><![CDATA[cultura científica]]></kwd>
<kwd lng="es"><![CDATA[Colombia]]></kwd>
<kwd lng="pt"><![CDATA[inovação educacional]]></kwd>
<kwd lng="pt"><![CDATA[antropologia da educação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa educacional]]></kwd>
<kwd lng="pt"><![CDATA[doutorado]]></kwd>
<kwd lng="pt"><![CDATA[cultura científica]]></kwd>
<kwd lng="pt"><![CDATA[Colômbia]]></kwd>
<kwd lng="en"><![CDATA[Educational innovation]]></kwd>
<kwd lng="en"><![CDATA[Anthropology of Education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Educational research]]></kwd>
<kwd lng="en"><![CDATA[Doctorate]]></kwd>
<kwd lng="en"><![CDATA[Scientific culture]]></kwd>
<kwd lng="en"><![CDATA[Colombia]]></kwd>
</kwd-group>
</article-meta>
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