<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352020000400020</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2020v58n58id21672</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Elaboração de um framework para massive open online courses na formação contínua de professores: scoping literature review]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of a framework for massive open online courses in continuing teacher training: scoping literature review]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo de un framework para cursos online masivos y abiertos en la formación continua docente: scoping literature review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amado]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedro]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa (Portugal) Instituto de Educação de Lisboa Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa (Portugal) Instituto de Educação de Lisboa Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>58</volume>
<numero>58</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352020000400020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352020000400020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352020000400020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo decorre de uma investigação que procura contribuir para a estruturação de um referencial para caracterizar Massive Open Online Courses, no âmbito da formação contínua de professores. Neste artigo iremos identificar quais as dimensões que a literatura assinala como adequadas para o design de MOOC. Para isso iremos adotar a abordagem qualitativa scoping literature review, cujo objetivo de identificar e analisar dimensões chave formuladas em frameworks publicados na área. Foi possível identificar um conjunto de necessidades relacionadas com as ofertas formativas para professores e questões de design de cursos massivos no âmbito da formação contínua de professores. Por aplicação de critérios de elegibilidade foram selecionados para análise nove artigos. Os resultados revelam a existência de um conjunto de recursos e decisões a valorizar e destacar aquando da implementação de cursos massivos para a formação contínua de professores, nomeadamente, os conteúdos, a avaliação, a descrição geral do curso, o público-alvo e a abordagem pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study arises from an investigation that seeks to contribute to the structuring of a framework to characterize Massive Open Online Courses, in the context of continuous teacher training. In this article, we will identify which dimensions the literature indicates are suitable for MOOC design. In this sense, we will adopt the qualitative methodological approach scoping literature review, whose purpose is to identify and analyze dimensions formulated in relevant works in the areas of interest. A set of needs were identified in the training offers for teachers and design issues of massive courses for the continuous training teachers. Applied eligibility criteria, nine articles were selected for analysis. The results of this study reveal the existence of a set of resources and decisions to valorize and highlight when implementing massive courses in the continuous teachers training, namely, the learning contents, the assessment activities, the general description of the course, the target audience and the pedagogical approach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es el resultado de una investigación que busca contribuir a la estructuración de un framework para caracterizar los Massive Open Online Courses para la formación continua de docentes. En este artículo, identificaremos qué dimensiones indica la literatura que son adecuadas para el diseño MOOC. Para ello, adoptaremos el enfoque metodológico cualitativo scoping literature review, cuyo objetivo es identificar y analizar dimensiones formuladas en trabajos relevantes publicados en el área. Se identificaron un conjunto de necesidades relacionadas con la formación continua de los docentes y aspectos en el diseño de cursos massivos para este público específico. Mediante la aplicación de criterios de elegibilidad, se seleccionaron nueve artículos para su análisis. Los resultados revelan la existencia de un conjunto de recursos y decisiones que deben valorarse y destacarse al implementar cursos masivos en la formación continua de docentes, en particular, el contenido de aprendizaje, las actividades de evaluación, la descripción general del curso, los destinatários y el enfoque pedagógico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Massive Open Online Courses]]></kwd>
<kwd lng="pt"><![CDATA[Scoping Literature Review]]></kwd>
<kwd lng="pt"><![CDATA[Formação continua de professores]]></kwd>
<kwd lng="pt"><![CDATA[Framework]]></kwd>
<kwd lng="en"><![CDATA[Massive Open Online Courses]]></kwd>
<kwd lng="en"><![CDATA[Scoping Literature Review]]></kwd>
<kwd lng="en"><![CDATA[Continuous teacher training]]></kwd>
<kwd lng="en"><![CDATA[Framework]]></kwd>
<kwd lng="es"><![CDATA[Massive Open Online Courses]]></kwd>
<kwd lng="es"><![CDATA[Scoping Literature Review]]></kwd>
<kwd lng="es"><![CDATA[Formación continua de profesores]]></kwd>
<kwd lng="es"><![CDATA[Framework]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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