<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732017000200481</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2017v35n2p481</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino, aprendizagem e formação de professores para uma EAD viva]]></article-title>
<article-title xml:lang="en"><![CDATA[Education, learning and teacher's formation for a lively Distance Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza, aprendizaje y formación de profesores hacia una EAD viva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Rosana Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hardt]]></surname>
<given-names><![CDATA[Lúcia Schneider]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arrias]]></surname>
<given-names><![CDATA[Neide]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina Departamento de Estudos Especializados em Educação ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina Departamento de Estudos Especializados em Educação ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina Departamento de Metodologia de Ensino ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>481</fpage>
<lpage>501</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732017000200481&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732017000200481&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732017000200481&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo se prop&#245;e a discutir o ensino e aprendizagem em educa&#231;&#227;o a dist&#226;ncia no ensino superior, a partir de uma experi&#234;ncia em um curso de especializa&#231;&#227;o lato sensu, direcionado &#224; forma&#231;&#227;o continuada de professores, desenvolvido na Universidade Federal de Santa Catarina (2013-2014). Apresentamos e analisamos a especificidade do Curso de Especializa&#231;&#227;o em Coordena&#231;&#227;o Pedag&#243;gica tendo em vista a perspectiva de uma EAD viva, ancorada em uma base estruturante que cont&#233;m tr&#234;s elementos, a saber: 1) a aprendizagem &#233; a raz&#227;o de ser da escola 2) a indiscut&#237;vel necessidade da pr&#225;tica pedag&#243;gica vinculada &#224; gest&#227;o democr&#225;tica na escola, demandando o trabalho colaborativo de seus sujeitos e, 3) a pr&#225;tica pedag&#243;gica &#233; tamb&#233;m teoria, porquanto quem a exerce &#233; o professor-intelectual. Enfrentados os preconceitos iniciais sobre este formato de educa&#231;&#227;o escolar, nos perguntamos: quais os alcances e limites verificados nesta experi&#234;ncia? Podemos aferir que os resultados desta experi&#234;ncia em educa&#231;&#227;o a dist&#226;ncia, ainda em curso, t&#234;m levado os professores-alunos a pensarem suas pr&#225;ticas pedag&#243;gicas em suas escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to discuss teaching and learning in distance education in higher education, from an experiment in a course of specialization lato sensu, directed the continuing education of teachers, developed at the Federal University of Santa Catarina (2013- 2014). Present and analyze the specificity of the Specialization Course in Pedagogical Coordination in view the prospect of a living EAD, anchored on a solid basis containing three elements, namely: 1) learning is the reason for the school 2) the undeniable need linked to the pedagogical practice democratic management in school, requiring collaborative work of its subjects, and 3) the pedagogical practice is also theory, because who exercises it is the teacher-scholar. After facing the initial prejudices about this format of school education, which are the limits and the scope verified in this experience? We can infer that the results of this experiment in distance education, still ongoing, have led the student teachers to think their pedagogical practices in their schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio se propone discutir la ense&#241;anza y el aprendizaje en educaci&#243;n a distancia en la ense&#241;anza superior, a partir de una experiencia en un curso de especializaci&#243;n lato sensu, dirigido a la formaci&#243;n continuada de profesores, desarrollado en la Universidad Federal de Santa Catarina (2013-2014 ). Presentamos y analizamos la especificidad del Curso de Especializaci&#243;n en Coordinaci&#243;n Pedag&#243;gica con vistas a la perspectiva de una EAD viva, anclada en una base estructurante que contiene tres elementos, a saber: 1) el aprendizaje es la raz&#243;n de ser de la escuela 2) la indiscutible necesidad de la pr&#225;ctica pedag&#243;gica vinculada a la gesti&#243;n democr&#225;tica en la escuela, demandando el trabajo colaborativo de sus sujetos y, 3) la pr&#225;ctica pedag&#243;gica es tambi&#233;n teor&#237;a, porque quien la ejerce es el profesor-intelectual. Enfrentados los prejuicios iniciales sobre este formato de educaci&#243;n escolar, nos preguntamos: &#191;cu&#225;les son los alcances y l&#237;mites verificados en esta experiencia? Podemos ver que los resultados de esta experiencia en educaci&#243;n a distancia, a&#250;n en curso, han llevado a los profesores-alumnos a pensar en sus pr&#225;cticas pedag&#243;gicas en sus escuelas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino e Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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