<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922020000401010</article-id>
<article-id pub-id-type="doi">10.20396/etd.v22i4.8655663</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTÁGIOS DA GESTÃO PEDAGÓGICA PARA O USO DAS TECNOLOGIAS DIGITAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGICAL MANAGEMENT&#8217;S STAGES TOWARDS THE USE OF DIGITAL TECHNOLOGIES]]></article-title>
<article-title xml:lang="es"><![CDATA[ETAPAS DE LA GESTIÓN PEDAGÓGICA PARA EL USO DE LAS TECNOLOGÍAS DIGITALES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ventura]]></surname>
<given-names><![CDATA[Paula Patrícia Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro Filho]]></surname>
<given-names><![CDATA[José Aires de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</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>22</volume>
<numero>4</numero>
<fpage>1010</fpage>
<lpage>1030</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922020000401010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922020000401010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922020000401010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo propor estágios da gestão pedagógica para o uso das tecnologias digitais quando as metodologias ativas são utilizadas. Tal proposta tomou por base os estágios de gerenciamento tecnológico de Sandholtz, Ringstaff e Dwyer (1997). De natureza qualitativa e assinalada como um estudo de caso, a pesquisa foi realizada numa instituição federal, nos semestres 2016.2 e 2017.1. Os participantes foram quatro professores pertencentes ao quadro efetivo. Como instrumentos, recorreu-se a um questionário de sondagem, à observação e à entrevista. Para a análise de dados, iniciou-se com as questões de menor amplitude, bem como se definiram códigos iniciais ou subsequentes. Fases como ordenação, classificação e análise propriamente dita do material também subsidiaram a análise. Posteriormente, foram triangulados os dados, sendo estes ancorados pelo paradigma interpretativo. Com base na literatura e na pesquisa empírica, foram propostos cinco estágios da gestão pedagógica - Iniciação, Inserção, Integração, Efetivação e Disrupção - demonstrando que os professores investigados oscilaram, no período da pesquisa, entre estágios elementares e intermediários quando da utilização das tecnologias de forma pedagógica. Neste sentido, ratifica-se a importância de desenvolver novos referenciais teóricos com base numa situação vivida, sendo maior a probabilidade de adoção por parte dos professores, aproximando teoria e prática. Acredita-se que se o docente desenvolve práticas fundamentadas nesses estágios, maiores serão as possibilidades de tornar o aluno corresponsável por sua aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article's aim is to propose stages of pedagogical management towards the use of digital technologies when active methodologies are used. This proposal was based on technological management stages by Sandholtz, Ringstaff and Dwyer (1997). Conceived with a qualitative nature and pointed as a case study, the research was carried in a federal institution, during 2016.2 and 2017.1 semesters. The participants were four teachers from the permanent staff. As instruments, a survey questionnaire, observation and interviews were used. Regarding data analysis, it started with questions on a smaller scale as the initial or subsequent codes were defined. Phases like sorting, classification and analysis itself of the material also supported the analysis. Thus, the data were triangulated, being anchored by the interpretative paradigm. Based on literature and empirical research, five stages of pedagogical management were proposed - Initiation, Insertion, Integration, Effectivity and Disruption -, demonstrating that the investigated teachers fluctuated, during the research period, between elementary and intermediate stages when using the technologies in a pedagogical way. In this sense, the importance of developing new theoretical frameworks based on real situations is affirmed, with a greater probability of them being carried out by teachers, bringing theory and practice closer together. It is believed that if teachers develop practices based on these stages, there are greater possibilities of making students co-responsible for their own learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo proponer etapas de la gestión pedagógica para el uso de tecnologías digitales cuando se utilizan metodologías activas. Esta propuesta se basó en las etapas de gestión tecnológica de Sandholtz, Ringstaff y Dwyer (1997). De naturaleza cualitativa y señalada como caso práctico, la investigación fue realizada en una institución federal, en los semestres 2016.2 y 2017.1. Los participantes fueron cuatro profesores pertenecientes a la plantilla. Como instrumentos, se recurrió a cuestionario de sondeo, la observación y la entrevista. Para análisis de datos, se inició con cuestiones de menor amplitud, así como se definieron códigos iniciales o subsiguientes. Fases como ordenación, clasificación y análisis propiamente dicho del material también subsidiaron el análisis. Posteriormente, fueron triangulados los datos, siendo éstos respaldados por el paradigma interpretativo. Basándose en la literatura e investigación empírica, se propusieron cinco etapas de gestión pedagógica - Iniciación, Inserción, Integración, Efectuación y Disrupción - demostrando que los profesores investigados oscilaron, en el período de la investigación, entre etapas elementales e intermedias utilizando las tecnologías de forma pedagógica. En este sentido, se ratifica la importancia de desarrollar nuevos referenciales teóricos basados en situación experimentada, aumentando la posibilidad de adopción por parte de los profesores, acercando teoría y práctica. Se cree que si el docente desarrolla prácticas fundamentadas en estas etapas, mayores serán las posibilidades de convertir al alumno en corresponsable por su aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática docente]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Gestão pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical management]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Gestión pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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