<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2015000200537</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.15.045.DS08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores na perspectiva transdisciplinar: interação dialógico-problematizadora mediada por tecnologias educacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[Training of teachers in a transdisciplinary perspective: dialogic problem-posing interaction mediated by educational technologies]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de profesores en la perspectiva transdisciplinar: interacción dialógico-problematizadora mediada por tecnologías educativas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mallmann]]></surname>
<given-names><![CDATA[Elena Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jacques]]></surname>
<given-names><![CDATA[Juliana Sales]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schneider]]></surname>
<given-names><![CDATA[Daniele da Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<volume>15</volume>
<numero>45</numero>
<fpage>537</fpage>
<lpage>556</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2015000200537&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2015000200537&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2015000200537&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A integra&#231;&#227;o das tecnologias em rede pode potencializar intera&#231;&#227;o dial&#243;gico-problematizadora entre sujeitos que, ao formarem redes sociais (redes de atores) na perspectiva da colabora&#231;&#227;o, transcendem-se a autores e coautores de sua pr&#243;pria aprendizagem. Diante disso, nossa preocupa&#231;&#227;o tem&#225;tica, neste estudo, centrou-se na potencializa&#231;&#227;o de pr&#225;ticas did&#225;ticas colaborativas na forma&#231;&#227;o de professores, visando &#224; supera&#231;&#227;o da fragmenta&#231;&#227;o de saberes. Nessa perspectiva transdisciplinar, desenvolvemos uma pesquisa-a&#231;&#227;o justamente para viabilizarmos, na forma&#231;&#227;o de professores, a produ&#231;&#227;o colaborativa, pautada na articula&#231;&#227;o entre os conhecimentos oriundas de diferentes &#225;reas do saber, por meio de Recursos Educacionais Abertos (REA). O desenvolvimento de REA possibilita planejamento did&#225;tico sob a &#243;tica da transdisciplinaridade, tendo em vista que acopla diferentes vis&#245;es de mundo e pluralidade de concep&#231;&#245;es pedag&#243;gicas. Em conson&#226;ncia com isso, os resultados de nossa pesquisa-a&#231;&#227;o apontam que o compartilhamento de saberes em rede rompe com a linearidade e fragmenta&#231;&#227;o do ensino na forma&#231;&#227;o de professores. Essa afirmativa nos permite concluir que o princ&#237;pio de abertura direcionador dos REA potencializa a coautoria em rede, enriquecendo as produ&#231;&#245;es did&#225;ticas por meio da integra&#231;&#227;o de m&#250;ltiplos saberes conectados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The integration of network technologies can enhance dialogic problem-posing interaction between the subjects that, once establishing social networks (networks of actors) in the perspective of collaboration, transcend themselves into authors and co-authors of their own learning experience. Therefore, our thematic concern in this study was focused on the enhancement of the collaborative teaching practices in the initial training of teachers, aiming to overcome the fragmentation of knowledge. An action-research was carried out, based on this transdisciplinary perspective, in order to precisely enable a collaborative production in the initial training of teachers, which would be guided by the articulation between the knowledges acquired from different areas, through Open Educational Resources (OER). The development of OER allows a didactic planning based on a transdisciplinary standpoint, since it engages different worldviews and a plurality of pedagogical conceptions. In line with this, the results of this action-research indicate that the sharing of knowledge in network breaks the teaching's linearity and fragmentation in the initial training of teachers. This statement allows us to conclude that the open principle of the OER enhances the networked co-authorship, enriching the didactic productions through the integration of multiple connected knowledges.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[La integraci&#243;n de las tecnolog&#237;as en red puede potencializar interacci&#243;n dial&#243;gico-problematizadora entre los temas que, &#233;l formar&#225;n redes sociales (redes de protagonistas) en la perspectiva de la colaboraci&#243;n, se sobrepasan a autores y a coautores de su propio aprendizaje. Delante de eso, nuestra preocupaci&#243;n tem&#225;tica, en este estudio, se centr&#243; en el potencializa&#231;&#227;o de las pr&#225;cticas did&#225;cticas cooperativas en la formaci&#243;n de profesores, destin&#225;ndose a la invalidaci&#243;n de la fragmentaci&#243;n de conocimientos. En este sentido transdisciplinar, desarrollamos pesquisa-acci&#243;n la producci&#243;n exactamente desarroll&#225;bamos, en la formaci&#243;n de profesores, cooperativa, regulada en la junta entre los conocimientos llegados de distintos sectores del conocimiento, a trav&#233;s de Recursos Educativos Abiertos (REA). El desarrollo de REA hace posible planificaci&#243;n did&#225;ctico bajo la &#243;ptica de transdisciplinaridade, que en vista conecta distintas visiones de mundo y pluralidad de concepciones pedag&#243;gicas. En conson&#226;ncia con eso, los resultados de pesquisa-acci&#243;n indican que la divisi&#243;n de conocimientos en red rompe con la linearidad y la fragmentaci&#243;n de la ense&#241;anza en la formaci&#243;n de profesores. Esta afirmaci&#243;n en les permite concluir que el principio de apertura direcionador de REA potencializa el coautor en red, enriqueciendo las producciones did&#225;cticas a trav&#233;s de la integraci&#243;n de m&#250;ltiples conocimientos conectados.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Recursos Educacionais Abertos]]></kwd>
<kwd lng="pt"><![CDATA[Transdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Dialógica]]></kwd>
<kwd lng="en"><![CDATA[Training of Teachers]]></kwd>
<kwd lng="en"><![CDATA[Open Educational Resources]]></kwd>
<kwd lng="en"><![CDATA[Transdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[Educational Technologies]]></kwd>
<kwd lng="en"><![CDATA[Dialogic Education]]></kwd>
<kwd lng="es"><![CDATA[Formación de Professores]]></kwd>
<kwd lng="es"><![CDATA[Recursos Educativos Abiertos]]></kwd>
<kwd lng="es"><![CDATA[Transdisciplinaridade]]></kwd>
<kwd lng="es"><![CDATA[Tecnología Educativa]]></kwd>
<kwd lng="es"><![CDATA[Educación Dialógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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