<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982018000100031</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698180600</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO PROFISSIONAL TÉCNICA A DISTÂNCIA: A MEDIAÇÃO DOCENTE E AS POSSIBILIDADES DE FORMAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[PROFESSIONAL TECHNICAL EDUCATION AT A DISTANCE: TEACHING MEDIATION AND FORMATION POSSIBILITIES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Renata Luiza da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Libâneo]]></surname>
<given-names><![CDATA[José Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia de Goiás ]]></institution>
<addr-line><![CDATA[Inhumas GO]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982018000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982018000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982018000100031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo traz reflexões sobre a mediação docente em cursos técnicos a distância e suas relações com a formação do egresso. Fundamentados na Teoria Histórico-Cultural (VYGOTSKY, 1931, 2007; DAVYDOV, 1988) e nos conceitos de mediação pedagógico-didática e mediação instrumental de Lenoir (2014), foi feito estudo de caso com três cursos técnicos a distância da rede federal. Foi observado que as condições de trabalho apresentadas não poderiam sustentar outra forma de mediação docente senão a instrumental, pois são mínimas em recursos pedagógicos, infraestruturais e humanos. A dificuldade mais citada pelos alunos foi a ausência de mediação didática por um professor que dominasse o conteúdo. Atividades centrais da mediação docente como dúvidas de conteúdo e orientação em tarefas ficam relegadas a tutores de áreas diversas. Concluiu-se que a mediação docente e a estrutura pedagógica dos cursos analisados não sustentam a formação integral, apontando mais para interesse em adequar políticas brasileiras às recomendações internacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article presents a reflection on teacher mediation within technical courses at a distance and its relation to quality formation. Based on the Historical-Cultural Theory (VYGOTSKY, 1931, 2007; DAVYDOV, 1988), using the pedagogical-didactic concept of mediation and the instrumental mediation of Lenoir (2014), a case study of three technical distance courses was made from within the federal network. It was observed that the working conditions presented could not support another form of teacher mediation, only instrumental mediation, since it requires minimal pedagogical, infrastructural and human resources. The difficulty most cited by the students was the absence of didactic mediation by a teacher who mastered the content. Core activities of teacher mediation such as dealing with content doubts and task orientation are relegated to tutors from diverse areas. It was concluded that teacher mediation and the pedagogical structure of the courses analyzed do not support integral formation, pointing more for the need to adapt Brazilian policies to those recommended internationally.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Profissional Técnica]]></kwd>
<kwd lng="pt"><![CDATA[Mediação]]></kwd>
<kwd lng="pt"><![CDATA[Educação a distância]]></kwd>
<kwd lng="en"><![CDATA[Professional technical education]]></kwd>
<kwd lng="en"><![CDATA[Mediation]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
</kwd-group>
</article-meta>
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