<?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>S1981-416x2015000200557</article-id>
<article-id pub-id-type="doi">10.7213/dialogo.educ.15.045.DS09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação do educador no contexto do hibridismo tecnológico digital]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training in the context of technological digital hybridity: the process of autonomy]]></article-title>
<article-title xml:lang="es"><![CDATA[La formación docente en el contexto de la hibridez digital tecnológica: el proceso de autonomía]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Backes]]></surname>
<given-names><![CDATA[Luciana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mantovani]]></surname>
<given-names><![CDATA[Ana Margô]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário La Salle  ]]></institution>
<addr-line><![CDATA[Canoas 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>557</fpage>
<lpage>576</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2015000200557&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2015000200557&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2015000200557&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo apresenta reflex&#245;es decorrentes de processos de forma&#231;&#227;o de educadores desenvolvidos por meio da constru&#231;&#227;o de metaversos, no contexto do hibridismo tecnol&#243;gico digital. Nosso objetivo consiste em refletir sobre o processo de autonomia, por meio de diferentes pesquisas por n&#243;s realizadas. Essas investiga&#231;&#245;es, de car&#225;ter qualitativo, foram realizadas em universidades, por meio da metodologia de estudo de caso. Como fundamenta&#231;&#227;o te&#243;rica optamos pelo arcabou&#231;o da biologia do conhecer, que contribui para a compreens&#227;o dos seres vivos (seres humanos) enquanto seres aut&#244;nomos e autopoi&#233;ticos e nos permite ampliar esses conceitos, assim como avan&#231;ar na compreens&#227;o das tecnologias digitais (TD) enquanto espa&#231;os digitais virtuais para a conviv&#234;ncia, ou seja, para a constitui&#231;&#227;o de redes sociais. O desenvolvimento dessas investiga&#231;&#245;es ocorreu no viver e no conviver de educadores em forma&#231;&#227;o, por meio de redes de intera&#231;&#245;es, nas quais foi poss&#237;vel evidenciar tr&#234;s momentos: autonomia individual, autopoiese e autonomia social. Constatamos que esses tr&#234;s momentos est&#227;o relacionados de maneira complexa, e n&#227;o hier&#225;rquica ou linear. A autonomia individual, a autopoiese e a autonomia social s&#227;o desenvolvidas de acordo com as particularidades do grupo de pessoas que interagem, as perturba&#231;&#245;es em quest&#227;o e o desenvolvimento ontog&#234;nico dos seres humanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper presents reflections resulting from teacher training processes developed through the construction of metaverses in the context of technological digital hybridity. The aim was to reflect on the process of autonomy, through several studies carried out by the authors. These qualitative pieces of research were conducted at universities, using case study method. The theoretical principals of the biology of knowledge contributes to the understanding of the human being (human) as autonomous and autopoietic beings and allow us to expand these concepts, as well as to advance the understanding of digital technologies (DTs) as virtual digital spaces for coexistence, that is, for the establishment of social networks. These studies were developed based on the experience of living and coexisting of the teachers in training through interaction networks, in which three stages could be found: individual autonomy, autopoiesis and social autonomy. We observed that these three stages relate in a complex way, not a hierarchical or linear one. Individual autonomy, autopoiesis and social autonomy are developed according to the particularities of the group of people who interact, concerns involved and the ontogenetic development of human beings.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo presenta reflexiones que surgen de procesos de formaci&#243;n docente desarrollados a trav&#233;s de la construcci&#243;n de metaversos, en el contexto de la hibridez digital tecnol&#243;gica. El objetivo fue reflexionar sobre el proceso de autonom&#237;a a trav&#233;s de diferentes investigaciones realizadas por las autoras. Esas investigaciones cualitativas se realizaron en las universidades, a trav&#233;s de la metodolog&#237;a de estudio de caso. El fundamento te&#243;rico de la biolog&#237;a del conocer contribuye a la comprensi&#243;n del ser vivo (ser humano) como ser aut&#243;nomo y autopoi&#233;tico y nos permite ampliar esos conceptos, como tambi&#233;n avanzar en la comprensi&#243;n de las Tecnolog&#237;as Digitales (TDs) como espacios digitales virtuales para la convivencia, o sea, para la constituci&#243;n de redes sociales. Esas investigaciones se desarrollaron en el vivir y convivir de los educadores en formaci&#243;n, a trav&#233;s de redes de interacciones, en las que fue posible destacar tres momentos: la autonom&#237;a individual, la autopoiesis y la autonom&#237;a social. Observamos que esos tres momentos se relacionan de manera compleja y no jer&#225;rquica o lineal. La autonom&#237;a individual, la autopoiesis y la autonom&#237;a social, en metaversos, se desarrollan seg&#250;n las particularidades del grupo de personas que interact&#250;an, las preocupaciones involucradas y el desarrollo ontogen&#233;tico de los seres humanos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metaversos]]></kwd>
<kwd lng="pt"><![CDATA[Hibridismo tecnológico Digital]]></kwd>
<kwd lng="pt"><![CDATA[Processo de Autonomia]]></kwd>
<kwd lng="pt"><![CDATA[Formação do Educador]]></kwd>
<kwd lng="en"><![CDATA[Metaverses]]></kwd>
<kwd lng="en"><![CDATA[Technological Digital Hybridity]]></kwd>
<kwd lng="en"><![CDATA[Process of Autonomy]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Metaversos]]></kwd>
<kwd lng="es"><![CDATA[Hibridez Digital Tecnológica]]></kwd>
<kwd lng="es"><![CDATA[Proceso de Autonomía]]></kwd>
<kwd lng="es"><![CDATA[Formación del Educador]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BACKES]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Espaço de convivência digital virtual (ECODI): o acoplamento estrutural no processo de interação.]]></article-title>
<source><![CDATA[ETD: Educação Temática Digital]]></source>
<year></year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>337-55</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MANTOVANI]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[BACKES]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[B. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Formação do educador no contexto da cibercultura: possibilidades pedagógicas em metaversos (Mundos Digitais Virtuais em 3 Dimensões - MDV3).]]></article-title>
<source><![CDATA[Revista Contrapontos]]></source>
<year></year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>77-86</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
