<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2018000100012</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.056.ds01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Aberta, Cibercultura e DocênciaS no Ensino Superior: percursos e experiências no Brasil e em Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[Open Education, Cyberculture and teaching processes in Higher Education: trajectories and experiences in Brazil and Portugal]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación abierta, Cibercultura y Enseñanza en la Educación Superior: caminos y experiencias en Brasil y Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bruno]]></surname>
<given-names><![CDATA[Adriana Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Judilma Aline Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esteves]]></surname>
<given-names><![CDATA[Maria Manuela Franco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade Machado Sobrinho  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>56</numero>
<fpage>12</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em meio ao cenário contemporâneo que exige que os processos formativos para/com as docências no Ensino Superior se dêem numa interface com a cultura digital, o presente artigo apresenta pesquisas que tensionam as formas com que as Instituições públicas de Ensino Superior, em Portugal e no Brasil, têm produzido ações convergentes com tais demandas. O texto apresenta ideias basilares para a discussão dos dados, como Educação Aberta, Cibercultura, docência no Ensino Superior, e traz recortes de pesquisas realizadas pelas autoras, respectivamente, em níveis de pós-doutorado (em Portugal) e de doutorado (no Brasil). Os dados produzidos nas pesquisas evidenciam avanços nos processos de formação continuada para a docência no Ensino Superior (ES), entretanto eles ainda são desenvolvidos de modo pouco conexo com a composição de uma cultura mediada por tecnologias digitais de informação e comunicação (TDIC), e as ações formativas, com poucas exceções, se distanciam das potencialidades trazidas pela cibercultura como aquela que traz dispositivos, interfaces e relações fomentadoras de aprendizagens convergentes com os estudantes e os docentes do século XXI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the contemporary scenario that demands that teaching processes in Higher Education provide an interface with digital culture. This article presents research that shows how Public Institutions of Higher Education, in Portugal and Brazil, have developed steps to meet educational demands. The text presents fundamental ideas in the discussion of data, including Open Education, Cyberculture, teaching in Higher Education, and examples of research conducted by the authors, respectively at the Post-Doctoral level (Portugal) and the Doctoral level (Brazil). The data produced through this research show advances in Higher Education (HE) teaching processes, however, these processes are still developed with little connection to a culture mediated by digital information and communication technologies (DICT), and these methods, with few exceptions, limit the potential brought by Cyberculture, such as the tools and interfaces that stimulate relationships between learning and students in the XXI century.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En medio del escenario contemporáneo que exige que los procesos formativos para / con las enseñanza en la Educación Superior se dan en una interfaz con la cultura digital El presente artículo presenta investigaciones que tensionan las formas con que las Instituciones Educación Superior Pública en Portugal y Brasil, han producido acciones convergentes con tales exigencias. El artículo presenta las ideas básicas para la discusión de los datos, tales como la educación abierta, la cibercultura, la enseñanza en la educación superior, y trae recortes de investigación realizados por los autores, respectivamente, los niveles de postdoctorado (en Portugal) y doctorado (en Brasil). Los datos producidos en la investigación evidencian avances en los procesos de educación continua para la Enseñanza en la Educación Superior (ES), sin embargo, todavía están desarrollados un poco relacionados con la composición de una cultura mediada por Tecnologías de Información y Comunicación Digital (TDIC), y las acciones formativas, con pocas excepciones, se distancian de las potencialidades traídas por la cibercultura como aquella que trae dispositivos, interfaces y relaciones fomentadoras de aprendizajes convergentes con los estudiantes y los profesores del siglo XXI.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Aberta]]></kwd>
<kwd lng="pt"><![CDATA[DocênciaS no Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Cibercultura]]></kwd>
<kwd lng="en"><![CDATA[Open Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching in Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Cyberculture]]></kwd>
<kwd lng="es"><![CDATA[Educación Abierta]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza en la Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Formación Continua]]></kwd>
<kwd lng="es"><![CDATA[Cibercultura]]></kwd>
</kwd-group>
</article-meta>
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