<?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>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242023000100113</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v9i00.8667675</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação na Pós-Graduação Stricto Sensu e o Uso de Tecnologias Digitais: um Campo Literalmente Restrito?]]></article-title>
<article-title xml:lang="es"><![CDATA[Estudios de posgrado Stricto Sensu y el uso de tecnologías digitales: ¿un campo literalmente restringido?]]></article-title>
<article-title xml:lang="en"><![CDATA[Graduate Studies Stricto Sensu and the Use of Digital Technologies: A Literally Restricted Field?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Sayonara Ribeiro Marcelino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[Eucidio Pimenta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>9</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242023000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242023000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242023000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho tem como objetivo identificar as produções relacionadas a temática: &#8220;formação docente para o uso de tecnologias digitais na pósgraduação&#8221;, com vistas a compreender de que forma a relação aprendizagem e tecnologias tem sido tratada no ensino superior, especificamente na PósGraduação. Foi feita uma revisão bibliográfica na base de dados do Portal de Periódicos da Coordenação Nacional de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) no período de 2015 a 2018. Confirmam um grande salto quantitativo e qualitativo a considerar o aumento crescente não só do número de trabalhos, mas de possibilidades temáticas que envolvem pensar as relações entre tecnologia e educação. Foram encontrados 42 trabalhos que tratam especificamente da discussão sobre TDIC nos cursos de mestrado e doutorado na área da Educação, apontando uma a incipiência de estudos com essa temática específica. Aprofundamos na análise de 10 trabalhos com aproximação direta com os nossos objetivos que confirmam a preponderante (e necessária) preocupação com a dimensão técnica (métodos, técnicas, estratégias, habilidades e competências), porém com poucas evidências de articulação com a dimensão conceitual e pedagógica, sem a qual torna-se impossível avançar na apropriação e difusão das potencialidades das TDIC e suas repercussões na aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo tiene como objetivo identificar las producciones relacionadas con la temática: "La formación docente para el uso de tecnologías digitales en estudios de posgrado", con miras a comprender cómo se ha tratado la relación entre aprendizaje y tecnologías en la educación superior, específicamente en Posgrado. Se realizó una revisión bibliográfica en la base de datos del Portal de Revistas de la Coordinación Nacional de Perfeccionamiento del Personal de Educación Superior (CAPES) de 2015 a 2018. Confirman un gran salto cuantitativo y cualitativo considerando el incremento creciente no solo en el número de trabajos, pero con posibilidades temáticas que implican pensar en la relación entre tecnología y educación. Se encontraron 42 trabajos que tratan específicamente de la discusión del TDIC en los cursos de maestría y doctorado en el campo de la Educación, apuntando a la incipiencia de estudios con esta temática específica. Profundizamos el análisis de 10 trabajos con un acercamiento directo a nuestros objetivos que confirman la preocupación predominante (y necesaria) por la dimensión técnica (métodos, técnicas, estrategias, habilidades y competencias), pero con poca evidencia de articulación con lo conceptual y pedagógico. dimensión, sin la cual se hace imposible avanzar en la apropiación y difusión de las potencialidades del TDIC y sus repercusiones en el aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study intends to identify literature related to the following theme: &#8220;Staff training in the use of digital technologies in post graduate education&#8221;, to better understand how the relation between learning and technology has been dealt with in higher educação, specifically in Post-Graduation. A bibliographical revision was made using the data basis from the Periodic Portal for National Coordination of Staf if improvement in Higher Education from 2015 to 2018. Forty two studies were found that dealt specifically with discussions on TDIC in masters and doctors&#8217; degrees in the area of Education, indicating the early stage of research on this specific theme. A deep analysis of 10 studies was made, which dealt directly with our objectives, confirming a great quantitative and qualitative leap in regards not only to the increasing number of studies but also of thematic possibilities that involve rethinking the relationship between technology and education. Discussions indicate a clear (and necessary) focus on the technical dimension (methods, techniques, strategies, skills and capabilities), however, there is little evidence that much articulation was made on the conceptual and pedagogical dimensions, without which there can be no advancements on the usage and spread of the the possibilities in the TDIC and their repercussions in learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais na educação]]></kwd>
<kwd lng="pt"><![CDATA[Pós-graduação]]></kwd>
<kwd lng="pt"><![CDATA[CAPES]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales en la educación]]></kwd>
<kwd lng="es"><![CDATA[Posgraduación]]></kwd>
<kwd lng="es"><![CDATA[CAPES]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies in education]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate studies]]></kwd>
<kwd lng="en"><![CDATA[CAPES]]></kwd>
</kwd-group>
</article-meta>
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