Resumen

SA, Ricardo Antunes de  y  ENDLISH, Estela. Tecnologias digitais e formação continuada de professores. Educação. Porto Alegre [online]. 2014, vol.37, n.01, pp.63-71. ISSN 1981-2582.

Presents the preliminary results of systematic research undertaken in the schools of the Municipal Education Network Curitiba - RME, where we investigated on the knowledge acquired by teachers in continuing education courses and resources integration of digital technologies in school in from 2011 to 2012. The theoretical framework used was: André (2013), Lüdke and André (1986), Castells (2003), Kenski (2007, 2010, 2013), Lemos and Lévy (2012), Marcelo (2009), Moran (2002, 2011) Sancho (2002),Santaella (2003, 2007), Recuero (2012). The results indicated the need for a concept of continuing education that fosters theoretical and methodological elements that support the critical and purposeful integration of digital technology resources for educational practice. We must move towards a more effective dialogue weave between content knowledge, episteme and the means (and their languages) conveyed by digital technologies.

Palabras clave : Education; Technology School; Continuing Teacher Education.

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