<?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>S0102-46982021000100117</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698236284</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TRABALHO DOCENTE COM VIDEOAULAS EM EaD: DIFICULDADES DE PROFESSORES E DESAFIOS PARA A FORMAÇÃO E A PROFISSÃO DOCENTE]]></article-title>
<article-title xml:lang="es"><![CDATA[TRABAJO DOCENTE CON CLASES EN VIDEOEN EaD: DIFICULTADES Y DESAFÍOS DE PROFESORES PARA LA FORMACIÓN Y PROFESIÓN DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER&#8217;S WORK WITH VIDEO CLASSES IN D.E.: DIFFICULTIES AND CHALLENGES FOR TEACHER EDUCATION AND TEACHING PROFESSION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PENTEADO]]></surname>
<given-names><![CDATA[REGINA ZANELLA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[BELARMINO CESAR GUIMARÃES DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNESP Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNIMEP História e Filosofia da Educação Programa de Pós-Graduação Educação]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo aborda os impactos das tecnologias digitais no trabalho docente e na relação com a ideia de docência como profissão considerando a videoaula como principal recurso educacional da docência na EaD e no ensino remoto. O objetivo é analisar teses e dissertações brasileiras que abordam questões, problemas e dificuldades enfrentados por professores no processo de produção de videoaulas para EaD. Uma revisão no BR-CAPES-BTD resultou em 11 dissertações que mostram distanciamentos entre a formação docente e a realidade de trabalho em EaD. As precariedades envolvem aspectos de linguagens (audiovisual e do professor - expressividade) e de socialização docente. Delas decorrem efeitos prejudicantes nas dimensões: pessoalidade do professor (sentimentos negativos, desconfortos, sofrimentos e mal-estar); desenvolvimento profissional docente e impacto social da docência (qualidade do ensino). Em tempos de educação digital, a produção de videoaulas é uma prática constituinte do trabalho docente que requer ser analisada e compreendida. O artigo mostra uma faceta dessa realidade da docência que tensiona a profissionalização do ensino e traz novos desafios para a formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: El artículo aborda los impactos de lastecnologías digitales en la labor docente y la relación con la idea de la docencia como profesión considerando las clases em video como el principal recurso educativo para la docência em educación (EaD) a distancia y enseñanza remota. El objetivo es analizar tesis y disertaciones brasileñas que abordan cuestiones, problemas y dificultades que enfrentan los docentes en el proceso de producción de clases en video para EaD. Una revisión en BR-CAPES-BTD resultó en 11 disertaciones que muestran distancias entre la formación del profesorado y la realidade del trabajo en EaD. La precariedad involucra aspectos de los lenguajes (audiovisual y expresividad docente) y socialización docente. Estos resultan en efectos perjudiciales sobre las dimensiones: personalidade del docente (sentimientos negativos, sufrimientos y malestar); desarrollo profesional docente y impacto social de la docencia (calidad de la enseñanza). En tiempos de educación digital, la producción de clases en video es una práctica que forma parte de la labor docente en EaD que requiere ser analizada y comprendida. El artículo muestra una faceta de esta realidad docente que tensa la profesionalización de la docencia y trae nuevos desafíos para la formación del profesorado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article addresses the impacts of digital technologies on teaching and in relation to the idea of teaching as a profession considering video lessons as the main educational resource for teaching in distance education (D.E.) and remote education. The objective is to analyze Brazilian theses and dissertations that address issues, problems and difficulties faced by teachers in the process of producing video lessons for D.E. A review in BR-CAPES-BTD resulted in 11 master thesis that show distances between teacher training and the reality of work in D.E. Precariousness involves aspects of languages (audiovisual and teacher - expressiveness) and teacher socialization. These result in detrimental effects on the dimensions: the teacher&#8217;s person (negative feelings, discomfort, sufferings and malaise); teacher professional development and social impact of teaching (teaching quality). In times of digital education, the production of video classes is a practice that is part of the teaching work that requires to be analyzed and understood. The article shows a facet of this teaching reality that stresses the professionalization of teaching and brings new challenges for teacher education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[trabalho docente]]></kwd>
<kwd lng="pt"><![CDATA[profissionalização docente]]></kwd>
<kwd lng="pt"><![CDATA[expressividade]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[trabajo de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[profesionalización docente]]></kwd>
<kwd lng="es"><![CDATA[expresividad]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Work]]></kwd>
<kwd lng="en"><![CDATA[Teaching Professionalization]]></kwd>
<kwd lng="en"><![CDATA[Expressiveness]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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