<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432014000200207</article-id>
<article-id pub-id-type="doi">10.2014/jul.dezv23n42018</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores para docência online: considerações sobre um estudo de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training for online teaching: considerations on a case study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cilento]]></surname>
<given-names><![CDATA[Sheilane Avellar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>23</volume>
<numero>42</numero>
<fpage>207</fpage>
<lpage>218</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432014000200207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432014000200207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432014000200207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No Brasil, cresce exponencialmente a oferta de gradua&#231;&#245;es na modalidade online, na medida em que a legisla&#231;&#227;o oficial espec&#237;fica e as pol&#237;ticas p&#250;blicas de inclus&#227;o social no ensino superior contam com as tecnologias digitais invadindo os mais distintos setores da vida social. No entanto, a expans&#227;o da modalidade online n&#227;o tem sido acompanhada de forma&#231;&#227;o docente adequada, particularmente entre os graduandos em pedagogia e aqueles professores que atuam em cursos na web. Este texto re&#250;ne algumas considera&#231;&#245;es sobre forma&#231;&#227;o de professores para doc&#234;ncia online extra&#237;das de investiga&#231;&#227;o acad&#234;mica realizada com base no estudo de um caso brasileiro. O quadro te&#243;rico articula abordagens sobre: a) educa&#231;&#227;o e cultura digital; b) doc&#234;ncia no ensino superior; e c) forma&#231;&#227;o para a doc&#234;ncia online. As conclus&#245;es apontam para a necessidade de: a) desenvolver saberes docentes que contemplem a especificidades do meio online; b) desenvolver o di&#225;logo entre professores e alunos enquanto parceiros que compartilham a constru&#231;&#227;o do conhecimento e da comunica&#231;&#227;o; c) superar o uso das interfaces f&#243;rum e chat baseado na intera&#231;&#227;o sem articula&#231;&#227;o, em favor da colabora&#231;&#227;o e interatividade; d) investir na forma&#231;&#227;o continuada que proporcione ao docente aptid&#245;es pedag&#243;gicas espec&#237;ficas como express&#227;o socioafetiva nas rela&#231;&#245;es interpessoais com os cursistas e expertise tecnol&#243;gica para promover a inclus&#227;o do cursista na din&#226;mica espec&#237;fica da aprendizagem online. Focado nesses desafios, o texto espera contribuir com o debate sobre a qualidade da forma&#231;&#227;o de professores para doc&#234;ncia online, quando a tend&#234;ncia ainda &#233; a subutiliza&#231;&#227;o das potencialidades interativas da web e a reprodu&#231;&#227;o de pr&#225;ticas unidirecionais da sala de aula presencial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In Brazil, the offer of online graduation courses grows exponentially. This is due to the country&#180;s legislation, the public policies for social inclusion in higher education and the invasion of digital technologies in the various aspects of our social lives. Nevertheless, the expansion of the online model has not yet been accompanied by the offering of adequate teacher training, particularly among Pedagogy undergraduates and online teachers. The present article presents some considerations on teacher training for online teaching, drawn from an academic research based on a Brazilian case study. The theoretical framework for this study includes: a) education and digital culture; b) higher education teaching and c) teacher training for online teaching. The research findings point to the need for: a) developing teacher knowledge which contemplates the specific pedagogical and technical characteristics of the online medium; b) developing a dialog between teachers and learners as partners who share knowledge building and communication; c) overcoming the use of forums and chat rooms as interfaces for interactions without exchange of knowledge between participants, in favour of peer collaboration and interactivity; d) investing in continuous professional development programmes, that enable the development of specific teaching skills, such as the acquisition of technological expertise and the development of socio-affective skills, in order to promote the inclusion of learners in the specific dynamics of online learning. Focusing on these challenges, this article aims at contributing to the discussion about the quality of teacher training for online teaching, in relation to the ongoing trend of underutilization of the interactive potential of the web and the repetition of traditional classroom teaching practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência Online]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Online Teaching]]></kwd>
<kwd lng="en"><![CDATA[Digital Culture]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
