<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782021000100234</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782021260048</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso das tecnologias como ferramenta para a formação continuada e autoformação docente]]></article-title>
<article-title xml:lang="es"><![CDATA[EL USO DE TECNOLOGÍAS COMO HERRAMIENTA PARA LA FORMACIÓN CONTINUA Y LA AUTO FORMACIÓN DE PROFESORES]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of technologies as a tool for continued education and teacher self-formation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Giovanni Bohm]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Juliana Aquino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wives]]></surname>
<given-names><![CDATA[Leandro Krug]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Gilberto Ferreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782021000100234&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782021000100234&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782021000100234&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A formação docente é um processo que ocorre durante toda a vida e inclui as experiências de aprendizagem profissional que contribuem para a qualidade da educação. A formação continuada de professores, contemplando processos autoformativos e colaborativos, encontra nos recursos tecnológicos meios que agregam possibilidades, tanto nos aspectos individuais quanto nos coletivos. Este estudo buscou identificar um perfil docente com foco na utilização de dispositivos digitais para o exercício de suas funções e aprimoramento das práticas pedagógicas. Para isso, foi aplicado um questionário para professores de uma rede municipal da região metropolitana de Porto Alegre. Dessa maneira, identificou-se o uso de tecnologias como possibilidade efetiva de romper com a solidão pedagógica por intermédio da criação de espaços de interação. O estudo aponta, ainda, a necessidade de estratégias formativas comporem políticas de formação docente, sendo acompanhadas de forma planejada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La formación del profesorado es un proceso que dura toda la vida e incluye experiencias de aprendizaje profesional que contribuyen a la calidad de la educación. La formación continua de los docentes, contemplando los procesos de autoformación y colaboración, encuentra en los recursos tecnológicos medios que suman posibilidades, tanto en el aspecto individual como colectivo. El presente estudio buscó identificar un perfil docente con enfoque en el uso de dispositivos digitales para ejercer sus funciones y mejorar las prácticas pedagógicas. Para ello, se aplicó un cuestionario a docentes de una red municipal de la región metropolitana de Porto Alegre. Como resultado, se encontró el uso de tecnologías como una posibilidad efectiva de romper con la soledad pedagógica a través de la creación de espacios de interacción. El estudio también señala la necesidad de estrategias de formación para componer políticas de formación docente, siendo monitoreadas de manera planificada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Teacher education is a lifelong process, which includes professional learning experiences that contribute to the quality of education. The continued education of teachers, contemplating self-forming and collaborative processes, finds resources in technological tools that add possibilities, both in individual and collective aspects. This study aims to identify a teaching profile, with a focus on professionals who use digital devices to exercise their functions and improve pedagogical practices. For this end, a questionnaire was applied to teachers in the municipal education system of the metropolitan area of Porto Alegre. In this way, the use of technologies was found to be an effective possibility to break pedagogical loneliness through the creation of spaces for interaction. The study also points out the need for education strategies to compose teacher education policies, being monitored in a planned manner.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação continuada de professores]]></kwd>
<kwd lng="pt"><![CDATA[autoformação]]></kwd>
<kwd lng="pt"><![CDATA[trabalho colaborativo]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias]]></kwd>
<kwd lng="es"><![CDATA[formación continua del profesorado]]></kwd>
<kwd lng="es"><![CDATA[auto formación]]></kwd>
<kwd lng="es"><![CDATA[trabajo colaborativo]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="en"><![CDATA[teacher continued education]]></kwd>
<kwd lng="en"><![CDATA[self-formation]]></kwd>
<kwd lng="en"><![CDATA[collaborative work]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
</kwd-group>
</article-meta>
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