<?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>S1981-416x2017000300909</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.053.ao10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise de dados qualitativos nas pesquisas sobre formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Qualitative data analysis in research on teacher&#8217;s education]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis cualitativo de datos en la investigación sobre la formación del profesorado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vosgerau]]></surname>
<given-names><![CDATA[Dilmeire Sant&#8217;Anna Ramos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meyer]]></surname>
<given-names><![CDATA[Patrícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>53</numero>
<fpage>909</fpage>
<lpage>935</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000300909&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000300909&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000300909&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é fruto da palestra proferida no XII Congresso Nacional de Educação - EDUCERE na qual relatamos o processo de apropriação do software ATLAS.ti por estudantes de Pós- graduação na condução do processo de análise de dados de suas pesquisas, apontando os desafios transpostos por eles, por meio da retomada das pesquisas qualitativas empreendidas. Em comum, os estudantes participaram da disciplina de &#8220;Análise de dados qualitativos utilizando recursos tecnológicos&#8221;, na PUCPR, ministrada desde 2004, ou de oficinas oferecidas em diversas universidades, nas quais são instrumentalizados para o uso do software ATLAS.ti. Apresentamos suas experiências reais, contextualizadas com os principais recursos disponibilizados pelo software e orientamos sobre a necessidade de capacitar os pesquisadores qualitativos para a realização de um consistente plano de análise de dados, que possa integrar as questões e subquestões de investigação propostas em sua pesquisa. Destacamos que a não definição de um plano influi na desistência de uso do software com muito mais frequência que possíveis barreiras tecnológicas. A partir da organização do plano, a aplicação das alternativas disponíveis pelo software é facilitada o que contribui para resultados mais significativos e consistentes na análise de dados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is the result of a paper presented at the XII National Congress on Education (EDUCERE), in which we discussed the process of appropriation of the ATLAS.ti software by graduate students engaged in qualitative data analyses processes. The graduate students on which the article is based had enrolled in the class &#8216;Analysis of qualitative data using technological resources&#8217;, which has been offered at the Catholic University of Paraná (PUCPR) since 2004, as well as on students who took equivalent courses in other universities, all of them using ATLAS.ti. In the article, we present experiences related to their usage of the software. We looked at the need to provide training to students on qualitative data analysis as methodology. We make the point that lack of methodological expertise, rather than technological barriers, shapes some of the participants&#8217; decision not to continue using the software. We also notice the use of the software is facilitated by having knowledge and expertise on qualitative methodology.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este articulo es el producto de la ponencia presentada en el XII Congreso Nacional de Educación (EDUCERE), en el cual se presentó respecto al proceso de apropiación del software ATLAS.ti de parte de estudiantes participantes del curso &#8216;Análisis cualitativo de datos usando recursos tecnológicos, el cual se ha estado ofreciendo en la Universidad Católica de Paraná (PUCPR) desde el año 2004. En este articulo presentamos las experiencias de los alumnos con el software y señalamos la importancia de que la enseñanza del software vaya acompañado con la enseñanza de metodología cualitativa. En ese sentido, presentamos la tesis de que la falta de conocimientos metodológicos es la principal razón que explica la decisión de algunos estudiantes de no persistir en el uso del software. Al mismo tiempo, señalamos que poseer conocimientos de metodología facilita el aprendizaje del software.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Análise de dados qualitativos]]></kwd>
<kwd lng="pt"><![CDATA[ATLAS.ti]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Qualitative data analysis]]></kwd>
<kwd lng="en"><![CDATA[ATLAS.ti]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="es"><![CDATA[Análisis de datos cualitativos]]></kwd>
<kwd lng="es"><![CDATA[ATLAS.ti]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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