<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000200209</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i57.4705</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES PARA O USO PEDAGÓGICO DE TECNOLOGIAS DIGITAIS NO ENSINO MÉDIO]]></article-title>
<article-title xml:lang="en"><![CDATA[INITIAL AND CONTINUING TRAINING OF TEACHERS FOR THE PEDAGOGICAL USE OF DIGITAL TECHNOLOGIES IN HIGH SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN INICIAL Y CONTINUA DE DOCENTES PARA EL USO PEDAGÓGICO DE TECNOLOGÍAS DIGITALES EN LA ESCUELA SECUNDARIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Marijane de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porto]]></surname>
<given-names><![CDATA[Ana Paula Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000200209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000200209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO No momento em que a sociedade busca o enfretamento de desafios, como é o caso de qualificar os processos de ensino e aprendizagem no ambiente escolar, o uso das TDs ganha um novo capítulo no contexto das práticas pedagógicas, ao mesmo tempo em que a formação dos professores para esse fazer auxiliado pelos instrumentos tecnológicos. Assim, o objetivo do presente estudo foi levantar as características da formação inicial e formação continuada dos professores, no que se refere a capacitação desses profissionais para o uso das tecnologias digitais em suas práticas pedagógicas para o ensino médio. Para o alcance do objetivo traçado foi desenvolvida uma pesquisa descritiva, com caráter metodológico indutivo e análise qualitativa, com a coleta de dados primários em 8 (oito) escolas públicas de Rondonópolis-MT, tendo como público participante 74 (setenta e quatro) professores atuantes na área de Linguagens e suas Tecnologias no ensino médio. A partir dos dados coletados conclui-se que a formação inicial dos professores ofereceu maior nível de conhecimento na elaboração e execução de práticas pedagógicas, no entanto, a formação tecnológica desses mesmos professores foi maior na formação continuada, o que evidencia os benefícios da busca por formação continuada para qualificar os professores gerando competências e habilidades para trabalhar com as TDs nas práticas pedagógicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT At a time when society is trying to tackle challenges, such as improving teaching and learning processes in the school environment, the use of DTs is gaining a new chapter in the context of pedagogical practices, at the same time as training teachers to do this with the help of technological tools. The aim of this study was therefore to survey the characteristics of initial and continuing teacher training, with regard to training these professionals to use digital technologies in their teaching practices in secondary schools. To achieve the objective outlined, a descriptive research was developed, with an inductive methodological character and qualitative analysis, with the collection of primary data in 8 (eight) public schools in Rondonópolis-MT, with 74 (seventy-four) working teachers as participants. in the area of Languages and its Technologies in high school. Based on the data collected, it was concluded that the teachers' initial training offered a higher level of knowledge in the development and implementation of pedagogical practices, however, the technological training of these same teachers was higher in their continuing training, which shows the benefits of seeking continuing training to qualify teachers, generating competences and skills to work with DTs in pedagogical practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En un momento en el que la sociedad trata de afrontar retos como la mejora de los procesos de enseñanza y aprendizaje en el entorno escolar, el uso de las TD adquiere un nuevo capítulo en el contexto de las prácticas pedagógicas, al mismo tiempo que la formación del profesorado para este proceso se ve favorecida por las herramientas tecnológicas. El objetivo de este estudio fue analizar las características de la formación inicial y continua del profesorado, en cuanto a la capacitación de estos profesionales para el uso de las tecnologías digitales en sus prácticas de enseñanza en la escuela secundaria. Para alcanzar el objetivo planteado, se desarrolló una investigación descriptiva, de carácter metodológico inductivo y análisis cualitativo, con la recolección de datos primarios en 8 (ocho) escuelas públicas de RondonópolisMT, con 74 (setenta y cuatro) docentes en activo como participantes en el área de Idiomas y sus Tecnologías en la escuela secundaria. Con base en los datos recolectados, se concluyó que la formación inicial de los profesores ofrecía un mayor nivel de conocimiento en el desarrollo e implementación de prácticas pedagógicas, sin embargo, la formación tecnológica de estos mismos profesores fue mayor en su formación continua, lo que muestra los beneficios de buscar la formación continua para capacitar a los profesores generando competencias y habilidades para trabajar con DT en las prácticas pedagógicas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada;Tecnologias Digitais]]></kwd>
<kwd lng="pt"><![CDATA[Instrumentos Tecnológicos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e Aprendizagem.]]></kwd>
<kwd lng="en"><![CDATA[Initial training]]></kwd>
<kwd lng="en"><![CDATA[Continuing training]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[Technological tools]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning.]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial]]></kwd>
<kwd lng="es"><![CDATA[Formación continua]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Herramientas tecnológicas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y aprendizaje.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<page-range>99</page-range><publisher-loc><![CDATA[Barra do Bugres, Mato Grosso, Brasil ]]></publisher-loc>
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