<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822019000200121</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v24i51.1293</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tecnologias digitais na educação: tecendo novas experiências formativas com professores da educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital technologies in education: making new training experiences with teachers of basic education]]></article-title>
<article-title xml:lang="es"><![CDATA[Tecnologías digitales en la educación: tejiendo nuevas experiencias formativas con profesores de la educación básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Sandra Vírginia Correia de Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lucena]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>51</numero>
<fpage>121</fpage>
<lpage>141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822019000200121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822019000200121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822019000200121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Os novos formatos de comunicação e interação, provocados principalmente pelo avanço das tecnologias digitais, têm adentrado nas inúmeras áreas do conhecimento, em especial, na Educação. Contudo, embora essas tecnologias tenham demonstrado potencialidades significativas, seu uso, em contextos educativos, permanece muitas vezes dissociado de um movimento pedagógico inovador e consistente, tendo em vista a continuidade de um ensino transmissivo e reprodutor. Diante disso, o presente artigo, fruto de uma pesquisa-formação em andamento, discute a formação permanente de professores como ponto de partida para a apropriação e fluência dos dispositivos digitais em contextos educativos, partindo do princípio de que, para o professor se reinventar, necessita de novas experiências formativas. Assim, a pesquisa tem como sujeitos professores de uma escola da rede pública, no município de Tobias Barreto, SE, os quais se encontram em um processo formativo mediado pelas tecnologias digitais e instituído pelos/com os próprios sujeitos. Portanto tem-se como resultados preliminares dilemas docentes que precisam ser contemplados nos processos formativos possibilitando vivências outras que potencializem a inserção das tecnologias digitais em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The new formats of communication and interaction, especially provoked by the advance of digital technologies, has penetrated countless areas of knowledge, especially Education. However, although these technologies have demonstrated significant potentialities, their use in educational contexts often remains dissociated from an innovative and consistent pedagogical movement, as the transmissive and reproductive education lasts. This article, the result of a research-training still in progress, discusses thepermanent formation of teachers as a starting point for the appropriation and influence of digital devices in educational contexts, assuming that, for the teachers to reinvent themselves, they need new formative experiences. For this reason, the research has as subjects teachers of a public school in the municipality of Tobias Barreto, SE, which are in a formative process mediated by digital technologies and instituted by/with the subjects themselves. Therefore, preliminary results are dilemmas that need to be contemplated in the training processes, enabling other experiences that enhance the insertion of digital technologies in the classroom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los nuevos formatos de comunicación e interacción, despertados principalmente por el progreso de las tecnologías digitales, han entrado en las numerosas áreas del conocimiento, em especial, en Educación. Sin embargo, aunque estas tecnologías han demostrado un potencial significativo, su uso, en contextos educativos, muchas veces, permanece desconectado de un movimiento pedagógico innovador y consistente, con vistas a la continuidad de una enseñanza transmisora &#8203;&#8203;y reproductora. Em vista de esto, este artículo, fruto de una investigación-formación, aún en curso, aborda la formación continua del profesorado como punto de partida para la apropiación y fluidez de los dispositivos digitales en contextos educativos, partiendo del principio de que, para que el profesor pueda reinventarse a sí mismo, necesita nuevas experiencias formativas. Así, la investigación tiene como sujetos profesores de una escuela de la red pública, en el municipio de Tobias Barreto-SE, los cuales se encuentran en un proceso formativo mediado por las tecnologías digitales e instituido por los / con los propios sujetos. Por lo tanto, se tienen como resultados preliminares dilemas docentes que necesitan ser contemplados en los procesos formativos posibilitando experiencias otras que potencien la inserción de las tecnologías digitales en el aula.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[public policy]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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