<?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>S0102-46982020000100112</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698220954</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DO PROJETO PEDAGÓGICO À AULA UNIVERSITÁRIA: APRENDER A ENSINAR COM TDIC EM CURSOS DE LICENCIATURA EM MATEMÁTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[FROM THE PEDAGOGICAL PROJECT TO THE UNIVERSITY CLASSROOM: LEARNING TO TEACH WITH DTIC IN DEGREE COURSES IN MATHEMATICS]]></article-title>
<article-title xml:lang="es"><![CDATA[DEL PROYECTO PEDAGÓGICO A LA CLASE UNIVERSITARIA: APRENDER A ENSEÑAR CON TDIC EN CURSOS DE LICENCIATURA EN MATEMÁTICAS]]></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 Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Oeste Paulista Programa de pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[Presidente Prudente SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Partindo de resultados que apontaram a formação para o uso das Tecnologias Digitais de Informação e Comunicação (TDIC) nos projetos pedagógicos de dois cursos de Licenciatura em Matemática de uma universidade pública do estado de São Paulo, realizamos uma pesquisa com o objetivo geral de investigar essa formação a partir de dados coletados com alunos concluintes, por questionário, e com professores e coordenadoras, por entrevista semiestruturada. Constatamos que, na prática, em cada curso essa formação é promovida por uma disciplina: uma com enfoque em mídias e outra com enfoque na produção de material didático. Porém, aos olhos dos participantes, a formação para o uso das TDIC existiu em outras disciplinas e em toda atividade, inclusive extraclasse, que envolveu tecnologia, ocorrendo em situações que vão do &#8220;aprender sobre&#8221; ao &#8220;aprender a ensinar com&#8221; tecnologia; tais situações, isoladamente, não comportam o conhecimento tecnológico e pedagógico do conteúdo (TPACK), além de não estarem asseguradas ao futuro professor, quando inscritas em optativas ou circunscritas à metodologia de um professor. Subjacentes às atividades descritas estão a concepção realista, comum a todos os participantes, a otimista, verificada somente entre os alunos, e a pessimista - todas elas carregando conflitos epistemológicos, evidenciados, por exemplo, nos casos em que a concepção (construcionista) de aprendizagem do professor não converge com os meios (instrucionistas) adotados por ele para propiciá-la ao aluno. Concluímos que, se efetiva, a formação anunciada nos projetos poderia fazer a diferença na constituição do professor como agente da mudança, apto ao exercício da profissão em contextos inusitados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Based on results that pointed out the training for the use of Digital Technologies of Information and Communication (DICT) in pedagogical projects of two undergraduate teaching degrees in Mathematics at a public university in the state of São Paulo, we conducted a research to investigate this training by collecting data with graduating students, through a questionnaire, and with teachers and coordinators, through semi-structured interview. We found that, in practice, each course promotes this training through a discipline, one focusing media, and the other the production of teaching material. However, participants believe that the training to use DICT has taken place in other disciplines, in all activities involving technology, even extraclass, in situations ranging from &#8220;learning about&#8221; to &#8220;learning to teach with&#8221; technology. When considered separately, those situations do not support technological and pedagogical content knowledge (TPACK), as well as not being assured to the future teacher, when enrolled as an optional subject or circumscribed to a teacher's methodology. Underlying the activities described are the realistic conception, common to all participants; the optimistic one, seen only among students; and the pessimistic one. All conception carry epistemological conflicts, evidenced, for example, in cases when teachers&#8217; (constructionist) conception learning do not converge with the (instrumentalist) means adopted by them to interact with the students. We conclude that, if effective, the training announced in the projects could make a difference in the constitution of the teacher as an agent of change, able to work in unusual contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Basado en resultados que señalaron la capacitación para el uso de las Tecnologías de Información y Comunicación Digital (TDIC) en proyectos pedagógicos de dos cursos de Licenciatura en Matematicas en una universidad pública en el estado de São Paulo, realizamos una investigación sobre esta formación con datos de alumnos concluyentes, a través de un cuestionario, y con maestros y coordinadores, a través de entrevistas semiestructuradas. Descubrimos que, en la práctica, cada curso promueve esta capacitación en una disciplina: una enfocada en los medios y otra enfocada en la producción de material didáctico. Sin embargo, los participantes creen que la capacitación para el uso de TDIC ha existido en otras disciplinas, en cada actividad que involucraba tecnología, incluida la clase extra, que ocurría en situaciones que iban desde "aprender sobre" hasta "aprender a enseñar con" tecnología, que , de forma aislada, no incluyen el conocimiento tecnológico y pedagógico del contenido (TPACK), además de no estar garantizado para el futuro maestro, cuando se inscribe de manera opcional o circunscrita a la metodología de un maestro. Subyacente a las actividades descritas se encuentra la concepción realista, común a todos los participantes, y la optimista, verificada solo entre los estudiantes, además de la pesimista, que llevan conflictos epistemológicos, evidenciados, por ejemplo, en casos donde la concepción (construccionista) del aprendizaje del maestro no converge con los medios (instruccionistas) adoptados por él. Concluimos que, si efectiva, la capacitación anunciada podría marcar la diferencia en la constitución del maestro como agente de cambio, capaz de ejercer la profesión en contextos inusuales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[licenciatura em Matemática]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[undergraduate teaching degree in Mathematics]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[licenciatura en Matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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