<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100220</article-id>
<article-id pub-id-type="doi">10.5902/1984644448215</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino de Língua Portuguesa na sociedade contemporânea: do Estudo da Arte à construção de Letramentos didático-digitais]]></article-title>
<article-title xml:lang="en"><![CDATA[Portuguese language teaching in contemporary society: from the study of art to the construction of didactic-digital literacies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Ana Patrícia Sá]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kersch]]></surname>
<given-names><![CDATA[Dorotea Frank]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Maranhão  ]]></institution>
<addr-line><![CDATA[São Luiz Maranhão]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A influência das tecnologias digitais nas práticas sociais letradas contemporâneas demanda competências didáticas dos professores. Assim, o ensino oferecido nos cursos de formação de professores precisa dialogar com a nova realidade da linguagem, em que todos estão conectados.Neste sentido, objetiva-se discutir a proposição de um Programa de Multiletramentos Didáticos que oportunizou o desenvolvimento de letramentos didático-digitais de professores em formação. Foi feito um levantamento de teses na Biblioteca Digital de Teses e Dissertações (2000-2018) do Brasil, bem como de artigos publicados na Revista Latino-americana de Tecnologia Educativa (2002-2017), com o objetivo de identificar quais as tendências que as produções acadêmicas apresentam nas investigações sobre letramento digital na formação de professores. Por meio de pesquisa bibliográfica, analítica e descritiva, numa perspectiva metodológica de Estado da Arte, chegou-se à lacuna para propor o Programa de Multiletramentos Didáticos. Com base nos Estudos de Letramentos, estudos sobre Formação de professores e na Escrita reflexiva, percebeu-se que as pesquisas são ainda incipientes ao tratar do letramento digital de professores sob o aspecto didático. Isso dificulta a apropriação dos artefatos tecnológicos como instrumentos de ensino. Diante disso, apresenta-se o percurso de ensino-aprendizagem colaborativo que oportunizou aos professores em formação a construção de seus letramentos didático-digitais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The influence of digital technologies on contemporary literate social practices requires didactic skills from teachers. The teaching we offer in teacher training courses needs to offer teaching that dialogs with the new reality of language, in which everyone is connected. In this study, we aim to discuss the proposal for a Multiliteracies Didactic Program that provided the opportunity for the development of teachers didactic-digital literacies. A survey was made at the Digital Library of Theses and Dissertations (2000-2018) in Brazil, as well as articles published in the Latin American Journal of Educational Technology (2002-2017), with the aim of identifying which trends are being academic productions present in investigations on digital literacy in teacher education. Through bibliographic, analytical and descriptive research, in a methodological perspective of the State of the Art, we identified the gap to propose the Multilanguage Didactic Program. Based on Literacy Studies, studies on Teacher Education and reflective writing, we realized that research is still incipient when dealing with digital literacy of teachers in a didactic aspect. This makes it difficult to appropriate technological artifacts as teaching instruments. In view of this, we present our collaborative teaching-learning path that provided the training teachers with the construction of their didactic-digital literacies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Programa de Multiletramentos Didáticos]]></kwd>
<kwd lng="pt"><![CDATA[Letramento didático-digital]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Portuguese language]]></kwd>
<kwd lng="en"><![CDATA[Multiliteracies Didactic Program]]></kwd>
<kwd lng="en"><![CDATA[Didactic-digital literacy]]></kwd>
</kwd-group>
</article-meta>
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