<?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>S1981-416x2020000401986</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.067.ao05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fluência Tecnológico-Pedagógica na Docência Universitária]]></article-title>
<article-title xml:lang="en"><![CDATA[Technological-Pedagogical Fluency in University Teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[Fluidez tecnológico-pedagógica en la enseñanza universitaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SCHNEIDER]]></surname>
<given-names><![CDATA[DANIELE DA ROCHA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SCHRAIBER]]></surname>
<given-names><![CDATA[ROGÉRIO TUBIAS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MALLMANN]]></surname>
<given-names><![CDATA[ELENA MARIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></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>20</volume>
<numero>67</numero>
<fpage>1986</fpage>
<lpage>2003</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000401986&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000401986&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000401986&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A docência na Educação Superior exige uma multiplicidade de habilidades do professor frente aos contextos emergentes que vem alterando os modelos tradicionais de ensino-aprendizagem. Nesse sentido, o artigo destaca a Fluência Tecnológico-Pedagógica como um desafio à Docência Universitária. Tem como objetivo analisar a Fluência Tecnológico-Pedagógica de professores em um curso de formação continuada, &#8220;REA: Educação para o Futuro&#8221;, ofertado através de Small Open Online Course a professores e servidores da rede pública do ensino básico do estado do Rio Grande do Sul. Para tanto, resgata-se a base teórica que sustenta o conceito, problematizando seus desdobramentos nas inter-relações didáticas do trabalho do professor. A delimitação, organização e análise dos dados foi realizada a partir da orientação metodológica da pesquisa-ação por meio de três matrizes: Matriz Dialógico-Problematizadora (MDP), Matriz Temático-Organizadora (MTO) e Matriz Temático-Analítica (MTA). Os resultados apontam que o conjunto de saberes e práticas pedagógicas inerentes à docência na Educação Superior são viabilizados pelo desenvolvimento de Fluência Tecnológico-Pedagógica. O professor fluente avança para níveis de reflexão, análise e produção de conhecimento mais profundos em relação às ações de planejamento, organização de metodologias e estratégias didáticas, avaliação e interações entre os participantes. Conclui-se que maior Fluência Tecnológico-Pedagógica dos professores reverte em qualidade no processo ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching in university education requires a multiplicity of teacher skills in the face of emerging contexts that have been changing traditional teaching-learning models. In this sense, the article highlights Technological-Pedagogical Fluency as a challenge to university teaching. It aims to analyze the Technological-Pedagogical Fluency of teachers in a Small Open Online Course called &#8220;REA: Education for the Future&#8221; offered to teachers and public servants of public schools in the state of Rio Grande do Sul. Therefore, the theoretical basis that supports the concept is recovered. The consequences in the didactic interrelationships of the teacher's work are problematized. The delimitation, organization and analysis of the data was carried out based on the methodological orientation of the action research through three matrices: Dialogical-Problematizing Matrix (MDP), Thematic-Organizing Matrix (MTO) and Thematic-Analytical Matrix (MTA). The results show that the set of knowledge and pedagogical practices inherent to teaching in university education are made possible by the development of Technological-Pedagogical Fluency. The fluent teacher advances to deeper levels of reflection, analysis and knowledge production. All this in relation to planning actions, organization of methodologies and didactic strategies, evaluation and interactions between participants. In this face, greater Technological-Pedagogical Fluency of teachers generates more quality in the teaching-learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La enseñanza en la educación superior requiere una multiplicidad de habilidades docentes frente a contextos emergentes que han estado cambiando los modelos tradicionales de enseñanza-aprendizaje. En este sentido, el artículo destaca la fluidez tecnológico-pedagógica como un desafío para la enseñanza universitaria. Su objetivo es analizar la fluidez tecnológico-pedagógica de los docentes en un curso de educación continua, "REA: Educación para el futuro", que se ofrece a través de un curso en línea pequeño y abierto a docentes y servidores públicos de escuelas públicas del estado de Río Grande do Sur. Por lo tanto, la base teórica que apoya el concepto se recupera, problematizando sus consecuencias en las interrelaciones didácticas del trabajo del profesor. La delimitación, organización y análisis de los datos se realizó en base a la orientación metodológica de la investigación en acción a través de tres matrices: matriz de problemas dialógicos (MDP), matriz de organización temática (MTO) y matriz de análisis temático (MTA). Los resultados muestran que el conjunto de conocimientos y prácticas pedagógicas inherentes a la enseñanza en la educación superior son posibles gracias al desarrollo de la fluidez tecnológico-pedagógica. El maestro fluido avanza a niveles más profundos de reflexión, análisis y producción de conocimiento en relación con las acciones de planificación, organización de metodologías y estrategias didácticas, evaluación e interacciones entre los participantes. Se concluye que una mayor fluidez tecnológico-pedagógica de los docentes revierte a la calidad en el proceso de enseñanza-aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Docência Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Fluência Tecnológico-Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[University Teaching]]></kwd>
<kwd lng="en"><![CDATA[Technological-Pedagogical Fluency]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="es"><![CDATA[Profesor]]></kwd>
<kwd lng="es"><![CDATA[Docencia universitaria]]></kwd>
<kwd lng="es"><![CDATA[Fluidez Tecnológico-Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
</kwd-group>
</article-meta>
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