<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982016000400269</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698150675</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação inicial de professores em tempos de TDIC: uma questão em aberto]]></article-title>
<article-title xml:lang="en"><![CDATA[INITIAL TEACHER'S TRAINING IN TIMES OF DTIC: AN OPEN QUESTION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Rosemara Perpetua]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fürkotter]]></surname>
<given-names><![CDATA[Monica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Jataí GO]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Campus Presidente Prudente SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>32</volume>
<numero>4</numero>
<fpage>269</fpage>
<lpage>296</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982016000400269&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982016000400269&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982016000400269&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Apresenta-se uma pesquisa que teve por objetivo geral investigar se a forma&#231;&#227;o do professor que atuar&#225; na Educa&#231;&#227;o B&#225;sica cont&#233;m conhecimentos sobre Tecnologias Digitais de Informa&#231;&#227;o e Comunica&#231;&#227;o (TDIC) e sob qual paradigma pedag&#243;gico se articulam. A an&#225;lise documental realizada contemplou, inicialmente, as grades curriculares e os projetos de ensino de 123 cursos de tr&#234;s universidades p&#250;blicas paulistas e, posteriormente, os projetos pedag&#243;gicos de seis cursos da &#225;rea de exatas de uma dessas universidades. A an&#225;lise dos curr&#237;culos indicou a exist&#234;ncia de disciplinas obrigat&#243;rias e optativas com ocorr&#234;ncia de TDIC, estas &#250;ltimas, mais numerosas, em forma de: conte&#250;do computacional, conte&#250;do program&#225;tico, conte&#250;do desvinculado da &#225;rea educacional, recurso metodol&#243;gico e tema de discuss&#227;o. A an&#225;lise dos projetos pedag&#243;gicos evidenciou os cursos de Matem&#225;tica como aqueles que incluem a forma&#231;&#227;o para o uso das TDIC, tendo como estrat&#233;gia comum a articula&#231;&#227;o entre disciplinas, orientada ora pela racionalidade t&#233;cnica, ora pela racionalidade pr&#225;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This text presents a research that had as main objective to investigate whether the teacher's training, which will work on Basic Education, has included knowledge about Digital Technologies of Information and Communication (DTIC) and under which pedagogical paradigm they are articulated. The documentary analysis initially included the curricula and teaching projects of 123 courses of three public universities from S&#227;o Paulo state and, afterwards, the pedagogical projects of six Exact Science courses from one of these universities. Curricula analysis has indicated the existence of mandatory and optional disciplines with TDIC, the latter more numerous, in form of: computational content, curriculum, unbound content of the educational field, methodological resource and topic of discussion. Analysis of educational projects highlighted the mathematics courses as those that include training for the use of TDIC, with the articulation between disciplines as common strategy, guided either by the technical rationality or by the practical rationality. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias.]]></kwd>
<kwd lng="en"><![CDATA[Teacher's training]]></kwd>
<kwd lng="en"><![CDATA[Major]]></kwd>
<kwd lng="en"><![CDATA[Technologies.]]></kwd>
</kwd-group>
</article-meta>
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