<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352017000100012</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2017v55n43ID11803</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[Appareils numériques dans l'éducation: ce qu'ils disent les enseignants et les étudiants français et brésiliens]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital devices in education: what french and brazilian teachers and students say]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dispositivos digitais em educação: o que dizem professores e estudantes franceses e brasileiros]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Annocque]]></surname>
<given-names><![CDATA[François]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemoine]]></surname>
<given-names><![CDATA[Véronique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lago]]></surname>
<given-names><![CDATA[Ana Cristina Castro do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université Charles de Gaulle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>France</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Université/Espe de Lorraine  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>France</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>55</volume>
<numero>43</numero>
<fpage>12</fpage>
<lpage>40</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352017000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352017000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352017000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233; Cet article vise &#224; rendre compte de plusieurs formes de discours d'&#233;tudiants et d'enseignants engag&#233;s dans des dispositifs num&#233;riques de formation, &#224; partir d'une analyse compar&#233;e des m&#233;thodologies mobilis&#233;es dans trois recherches situ&#233;es dans des contextes g&#233;ographiques diff&#233;rents (&#233;tudes fran&#231;aise, franco-allemande et br&#233;silienne). &#192; partir des appareillages m&#233;thodologiques propres &#224; chaque recherche (entretiens r&#233;alis&#233;s avec des enseignants, questionnaire en ligne adress&#233; des &#233;tudiants, traces de l'activit&#233; &#233;tudiante sur un forum) et des cadres conceptuels singuliers empruntant aux didactiques, &#224; la didactique professionnelle, &#224; la p&#233;dagogie et aux th&#233;ories de l'&#233;nonciation, nous donnons &#224; voir des discours qui t&#233;moignent, d'une part, de l'&#233;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article sets out to highlight several forms of student' and teacher' discourse within the context of digital training courses. This is based upon a comparative analysis of the methodologies used in three research contexts and in three distinct geographical contexts (French studies, Franco-German studies and Brazilian studies). Beginning with methodological set-ups unique to each research context (interviews carried out with teachers, on-line feedback forms sent to every student and the tracking of student forum activity) as well as distinct conceptual frameworks stemming from didactics, professional didactics, pedagogy and enunciative theories, we have singled out discourses. Firstly, these reveal the evolution of current teacher professionalization as well as that of future teachers. Equally concerned is the profession of trainer that is now synonymous with that of a course designer. Secondly, we have assessed the dialectic relationships between the established digital practices and the representation of educational and learning content for the students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo visa comunicar acerca da multiplicidade de discursos utilizados por estudantes e professores no contexto dos cursos de forma&#231;&#227;o de professores desenvolvidos a partir dos dispositivos digitais. Para tanto, foi realizada uma an&#225;lise comparativa das metodologias mobilizadas em tr&#234;s investiga&#231;&#245;es localizadas em diferentes contextos geogr&#225;ficos (estudos franceses, franco-alem&#227;es e brasileiros). A partir dos pr&#243;prios dispositivos metodol&#243;gicos de cada investiga&#231;&#227;o (entrevistas com professores, question&#225;rio on line junto aos estudantes, aos rastros de atividades de estudantes em f&#243;runs on line) e os marcos conceituais singulares emprestados para a compreens&#227;o sobre a aprendizagem, a aprendizagem profissional, a pedagogia e as teorias da enuncia&#231;&#227;o, observamos que os discursos refletem, por um lado, a evolu&#231;&#227;o da profissionaliza&#231;&#227;o de docentes e futuros docentes, a convers&#227;o da forma&#231;&#227;o profissional em um &#8216;percurso&#8217; formativo; e, de outra parte, a rela&#231;&#227;o dial&#233;tica entre as pr&#225;ticas instrumentais e as representa&#231;&#245;es digitais da rela&#231;&#227;o de ensino e aprendizagem nos estudantes.]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[Discours des acteurs]]></kwd>
<kwd lng="fr"><![CDATA[Dispositif numérique]]></kwd>
<kwd lng="fr"><![CDATA[Pratiques didactique(s) instrumentées]]></kwd>
<kwd lng="en"><![CDATA[Participant discourse]]></kwd>
<kwd lng="en"><![CDATA[Digital system]]></kwd>
<kwd lng="en"><![CDATA[Established practices]]></kwd>
<kwd lng="pt"><![CDATA[Discursos dos atores]]></kwd>
<kwd lng="pt"><![CDATA[Dispositivos digitais]]></kwd>
<kwd lng="pt"><![CDATA[Práticas educativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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