<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362023000300209</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362023003103861</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação docente nas universidades brasileiras no período pós pandemia]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación docente en las universidades brasileñas en el período post pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training in Brazilian universities in the post-pandemic period]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piontkewicz]]></surname>
<given-names><![CDATA[Regiane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Maria do Carmo Duarte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes Junior]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Gestão da Informação ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Gestão da Informação ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Gestão da Informação ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>31</volume>
<numero>120</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362023000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362023000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362023000300209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa analisa como as universidades brasileiras conduzem a formação dos seus docentes no período pós pandemia. Uma pesquisa de levantamento com a participação de 59 universidades (35 públicas e 24 privadas) foi aplicada no segundo semestre de 2021. Os resultados mostram que houve uma evolução em relação à formação docente após o Ensino remoto emergencial, com o aumento da quantidade e diversidade de cursos, abrangência e adesão de mais professores, formações de forma contínua, instituição ou melhoria de planos de formação. Muitos cursos ofertados referem-se ao uso de ferramentas tecnológicas básicas ou tradicionais e foram necessários para a continuidade das aulas de forma remota, no entanto, ainda existem possibilidades de explorar outras ferramentas com outras finalidades de uso, desenvolvendo a Competência Docente Digital. Para sistematizar os planos e programas de formação, sugere-se o uso de ferramentas da Gestão do Conhecimento, mais especificamente o modelo Seci, pois possibilita a conversão entre os tipos de conhecimento e avaliação contínua.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación analiza cómo las universidades brasileñas conducen la formación de sus docentes en el período post pandemia. Una encuesta con la participación de 59 universidades (35 públicas y 24 privadas) se aplicó en el segundo semestre de 2021. Los resultados muestran que ha habido una evolución en relación a la formación docente después de la enseñanza remota de emergencia, con el aumento de la cantidad y diversidad de cursos, cobertura y adhesión de más profesores, formaciones de forma continua, institución o mejora de planes de formación. Muchos cursos ofrecidos se refieren al uso de herramientas tecnológicas básicas o tradicionales y fueron necesarios para la continuidad de las clases de forma remota, sin embargo, todavía existen posibilidades de explorar otras herramientas con otras finalidades de uso, desarrollando la Competencia Docente Digital. Para sistematizar los planes y programas de formación, se sugiere el uso de herramientas de la Gestión del Conocimiento, más específicamente el modelo Seci, pues posibilita la conversión entre los tipos de conocimiento y la evaluación continua.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research analyzes how Brazilian universities conduct their professors training in the post-pandemic period. A survey with 59 universities (35 public and 24 private) was applied in the second half of 2021. Results show that there has been an evolution about teacher training after emergency remote teaching, with an increase in quantity and diversity of courses, scope and adhesion of more teachers, continuous training, institution or improvement of training plans. Many courses offered refer to the use of basic or traditional technological tools and were necessary for the continuity of classes remotely; however, there are still possibilities to explore other tools with other purposes of use, developing digital teaching competence. To systematize training plans and programs, it is suggested the use of Knowledge Management tools, more specifically the Seci model, as it enables the conversion between types of knowledge and continuous assessment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Competência Docente Digital]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Competencia Docente Digital]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Digital Teaching Competence]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
</kwd-group>
</article-meta>
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