<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012020000100123</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v42i1.52870</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pesquisa em educação na cibercultura: formação docente para a/na complexidade]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigación en educación cibercultural: formación docente para / en complejidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Research in education in cyberculture: teacher training for / in complexity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Obdália Santana Ferraz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jerez]]></surname>
<given-names><![CDATA[Sergio Alejandro Rodríguez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia Departamento de Educação ]]></institution>
<addr-line><![CDATA[Conceição do Coité Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Sergio Arboleda Escuela de Educación ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012020000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012020000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012020000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO.  Este texto resulta de uma das pesquisas colaborativas, referentes à formação docente, desenvolvidas em parceria com professores da Educação Básica que participaram de um projeto Guarda-chuva, realizado no período de 2014 a 2019, pelo grupo de pesquisa que coordenamos, no âmbito de programas de pós-graduação stricto sensu de universidades do Brasil e da Colômbia. Fundamentado pela epistemologia da complexidade, tem por objetivo refletir sobre a formação de professores para atuarem no contexto da cibercultura, constituído de complexidades tecnológicas e linguísticas, e caracterizado pelos multiletramentos que tecem a vida cidadã de professores e alunos. A pesquisa colaborativa foi adotada, neste estudo, como metodologia e princípio educativo e científico, de qualidade político-educativa, e a Análise Textual Discursiva fundamentou a análise e interpretação de dados. Os resultados obtidos, a partir de entrevista semiestruturada, realizada entre fevereiro e maio de 2019, com seis professores formadores, atuantes no Ensino Superior e/ ou na Educação Básica, conduzem à conclusão de que a formação de professores precisa articular as dimensões pedagógica, política e cultural para um fazer docente em um cotidiano escolar marcado por incertezas e conflitos que se processam no campo social, da ciência e da tecnologia; pelas diversidades de cultura e de linguagens; pela polifonia dos conflitos que impele o professor a compreender o significado e o lugar social da escola. Essa realidade desafia o professor a formar-se para a problematização, o enfrentamento e a superação coletiva de situações desafiadoras, dentre elas, a de educar no contexto de complexidade que se manifesta cotidianamente na cibercultura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este texto es el resultado de una de las investigaciones colaborativas relacionadas con la formación del profesorado, desarrollada en alianza con profesores de Educación Básica que participaron en un proyecto Paraguas, llevado a cabo de 2014 a 2019, por el grupo de investigación que coordinamos, en el ámbito de los programas. cursos de posgrado stricto sensu de universidades de Brasil y Colombia. A partir de la epistemología de la complejidad, pretende reflexionar sobre la formación del profesorado para trabajar en el contexto de la cibercultura, consistente en complejidades tecnológicas y lingüísticas, y caracterizada por las multiherramientas que tejen la vida ciudadana de profesores y alumnos. La investigación colaborativa fue adoptada, en este estudio, como una metodología y principio educativo y científico, de calidad política y educativa, y el Análisis Textual Discursivo fue la base para el análisis e interpretación de los datos. Los resultados obtenidos, a partir de una entrevista semiestructurada, realizada entre febrero y mayo de 2019, con seis docentes docentes, que laboran en Educación Superior y / o en Educación Básica, llevan a concluir que la formación docente necesita articular las vertientes pedagógica, política y cultural para la enseñanza en una rutina escolar marcada por las incertidumbres y los conflictos que se dan en los campos social, científico y tecnológico; la diversidad de culturas e idiomas; por la polifonía de conflictos que impulsa al docente a comprender el significado y el lugar social de la escuela. Esta realidad reta al docente a formarse para la problematización, afrontamiento y superación colectiva de situaciones desafiantes, entre ellas, la de educar en el contexto de complejidad que se manifiesta a diario en la cibercultura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This text is the result of one of the collaborative researches, related to teacher training, developed in partnership with Basic Education teachers who participated in an Umbrella project, carried out in the period from 2014 to 2019, by the research group that we coordinate, within the scope of programs stricto sensu graduate courses from universities in Brazil and Colombia. Based on the epistemology of complexity, it aims to reflect on the training of teachers to work in the context of cyberculture, consisting of technological and linguistic complexities, and characterized by the multiliteracies that weave the citizen life of teachers and students. Collaborative research was adopted, in this study, as an educational and scientific methodology and principle, of political-educational quality, and Discursive Textual Analysis was the basis for the analysis and interpretation of data. The results obtained, from a semi-structured interview, carried out between February and May 2019, with six teacher educators, working in Higher Education and / or in Basic Education, lead to the conclusion that teacher training needs to articulate the pedagogical, political and cultural for teaching in a school routine marked by uncertainties and conflicts that take place in the social, science and technology fields; the diversity of culture and languages; by the polyphony of conflicts that impels the teacher to understand the meaning and the social place of the school. This reality challenges the teacher to train for the problematization, coping and collective overcoming of challenging situations, among them, that of educating in the context of complexity that manifests itself daily in cyberculture.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[cultura digital]]></kwd>
<kwd lng="pt"><![CDATA[formação de professor]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia da complexidade]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa colaborativa.]]></kwd>
<kwd lng="es"><![CDATA[cultura digital]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[epistemología de la complejidad]]></kwd>
<kwd lng="es"><![CDATA[investigación colaborativa]]></kwd>
<kwd lng="en"><![CDATA[digital culture]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[epistemology of complexity]]></kwd>
<kwd lng="en"><![CDATA[collaborative research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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