<?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>S1981-416x2021000100127</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.068.ds06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Docência universitária e letramento digital: desafios da formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[University teaching and digital literacy: challenges of teacher training]]></article-title>
<article-title xml:lang="es"><![CDATA[Docencia universitaria y alfabetización digital: desafíos de la formación de profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assis]]></surname>
<given-names><![CDATA[Maria Paulina de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Elis Regina da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faleiro]]></surname>
<given-names><![CDATA[Wender]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Catalão  ]]></institution>
<addr-line><![CDATA[Catalão GO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Catalão  ]]></institution>
<addr-line><![CDATA[Catalão GO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Catalão  ]]></institution>
<addr-line><![CDATA[Catalão GO]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>68</numero>
<fpage>127</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As escolas têm cada vez mais utilizado as tecnologias digitais, sendo comum o uso de ambientes virtuais de aprendizagem (AVA) e de rede sociais nas universidades. Surge daí a necessidade do desenvolvimento de competências para o uso das tecnologias digitais na formação docente, tratadas, neste artigo, como letramento digital. Desse modo, este artigo teve como objetivo investigar o que tem sido pesquisado sobre letramento digital no âmbito da docência universitária em publicações em língua portuguesa. Durante o mês de fevereiro de 2020, analisamos publicações a respeito de letramento digital na formação de professores, por meio de uma revisão sistemática, utilizando o Google Acadêmico, com os seguintes critérios de inclusão: publicações no período de 2010 a 2019, revisados por pares, com o termo &#8220;letramento digital&#8221;, ou &#8220;literacia digital&#8221; no título, que tratassem de formação de professores. Selecionamos 22 artigos, nos quais o foco, as palavras-chave, o problema de pesquisa e uma síntese dos principais resultados foram analisados. Os dados encontrados apontaram que os autores usam preferencialmente abordagens qualitativas, apresentam os desafios enfrentados por professores na aquisição de competências de letramento digital, mostrando alguns resultados com posições mais otimistas e outras mais céticas com relação a ações de capacitação docente. Dentre as soluções para os desafios, há sugestões para a formação dos professores, para o desenvolvimento das competências necessárias ao letramento digital. Embora esta possa ser uma solução de primeira escolha, não se pode descartar outras ações, como trabalho colaborativo entre professores e alunos, entre colegas docentes, com suporte de pesquisadores da academia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Schools have increasingly used digital technologies, with the use of virtual learning environments (VLE) and social networks in universities being common. Hence, the need to develop skills for the use of digital technologies in teacher training, which are treated in this paper as digital literacy. Thus, the objective of this paper was to investigate what has been researched on digital literacy in the context of university teaching in publications in the Portuguese language. During February 2020, we analyzed publications about digital literacy in teacher training through a systematic review, using Google Scholar, with the following inclusion criteria: publications from 2010 to 2019, peer-reviewed, with the term &#8220;digital literacy&#8221; in the title (in Portuguese the terms used were letramento digital or literacia digital), which dealt with teacher training. We selected 22 papers, in which the focus, keywords, research problem and a synthesis of the main results were analyzed. The data found showed that the authors preferentially use qualitative approaches, present the challenges faced by teachers in the acquisition of digital literacy skills, showing some results with more optimistic positions and others more skeptical regarding teacher training actions. Among the solutions to the challenges, there are suggestions for the training of teachers, for the development of the skills necessary for digital literacy. Although this may be a solution of first choice, other actions cannot be ruled out, such as collaborative work among teachers and students, fellow teachers, with the support of researchers from the academy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las escuelas han utilizado cada vez más las tecnologías digitales, siendo común el uso de ambientes virtuales de aprendizaje (AVA) y de redes sociales en las universidades. Surge de ahí la necesidad del desarrollo de competencias para el uso de tecnologías digitales en la formación docente, tratadas en este artículo, como alfabetización digital. De ese modo, este artículo tuvo como objetivo investigar lo que ha sido pesquisado sobre alfabetización en el ámbito digital de la docencia universitaria en publicaciones en lengua portuguesa. Durante febrero de 2020, analizamos las publicaciones a respeto de la alfabetización digital en la formación docente, por medio de una revisión sistemática, utilizando el Google Académico, con los siguientes criterios de inclusión: publicaciones en el periodo de 2010 a 2019, revisadas por pares, con el término &#8220;alfabetización digital&#8221;, en el título (en lengua portuguesa los términos utilizados fueron letramento digital o literacia digital), que traten de la formación de profesores. Seleccionamos 22 artículos, en los cuales el enfoque, las palabras clave, el problema de investigación y una síntesis de los principales resultados fueron analizados. Los datos encontrados señalaron que los autores utilizan preferentemente enfoques cualitativos, presentan los desafíos enfrentados por profesores en adquisición de competencias de alfabetización digital, mostrando algunos resultados con posiciones más optimistas y otras más escépticas con relación a las acciones de formación docente. Entre las soluciones para los desafíos, hay sugerencias para la formación de los profesores para el desarrollo de las competencias necesarias para la alfabetización digital. Aunque esta pueda ser una solución de primera elección, no se pueden descartar otras acciones, como trabajo colaborativo entre docentes y alumnos, entre compañeros docentes, con el apoyo de investigadores de la Academia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Letramento digital]]></kwd>
<kwd lng="pt"><![CDATA[Docência universitária]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Digital literacy]]></kwd>
<kwd lng="en"><![CDATA[University teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[Docencia universitaria]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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