<?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>S0104-70432021000400036</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2021.v30.n64.p36-59</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DE PROFESSORES: METODOLOGIAS ATIVAS E TDIC COM USO DE REA, PERMEADAS PELA RRI]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER TRAINING: ACTIVE METHODOLOGIES AND DIGITAL TECHNOLOGIES WITH THE USE OF REA, PERMEATED BY RRI]]></article-title>
<article-title xml:lang="es"><![CDATA[LA FORMACIÓN DE PROFESORES: METODOLOGÍAS ACTIVAS Y TECNOLOGÍAS DIGITALES CON USO DE REA, PERMEADAS PEL RRI]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Patrícia Lupion]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kowalski]]></surname>
<given-names><![CDATA[Raquel Pasternak Glitz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrarini]]></surname>
<given-names><![CDATA[Rosilei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto/Portugal Programa de Pós-graduação Stricto Sensu em Educação da Pontifícia Universidade Católica do Paraná (PUCPR) e professora titular e permanente do Mestrado e Doutorado em Educação da PUCPR Grupo de Pesquisa Práticas Pedagógicas com Tecnologias Educacionais (PRAPETEC/PUCPR)]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná (PUCPR) Grupo de Pesquisa Práticas Pedagógicas com Tecnologias Educacionais (PRAPETEC/PUCPR) ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná (PUCPR) Grupo de Pesquisa Práticas Pedagógicas com Tecnologias Educacionais (PRAPETEC/PUCPR) ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>64</numero>
<fpage>36</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432021000400036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432021000400036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432021000400036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Objetivou-se investigar e desenvolver Recursos Educacionais Abertos (REA) digitais e ações voltadas para a conscientização e disseminação da Pesquisa e Inovação Responsáveis (RRI) como prática pedagógica. A metodologia utilizada foi a da pesquisa-ação com análises quantitativas e qualitativas. A 1ª etapa consistiu na elaboração do Massive Open Online Course (MOOC), o qual foi aplicado em 2ª etapa a estudantes de licenciatura para validação. Na 3ª etapa aplicou-se o curso para profissionais da educação das cinco regiões do Brasil. Analisou-se o uso das dez habilidades da RRI, sobre o tema &#8220;Pandemia da Covid-19&#8221; em situações didáticas. Obteve-se como resultados 345 inscritos, sendo que 198 iniciaram o curso e 53 o finalizaram. Concluiu-se que aliada ao uso de Metodologias Ativas e Tecnologias Digitais da Informação e Comunicação (TDIC), a RRI pode ser adaptada para diferentes contextos e níveis educacionais, na perspectiva de aluno, pesquisador, docente e gestor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective was to investigate and develop digital Open Educational Resources (OER) and actions aimed at raising awareness and dissemination of Responsible Research and Innovation (RRI) as a pedagogical practice. The methodology used was action research with quantitative and qualitative analyses. The 1st stage consisted of the elaboration of the Massive Open Online Course (MOOC), which was applied in 2nd stage to undergraduate students for validation. In the 3rd stage, the course was applied to education professionals from the five regions of Brazil. We analyzed the use of the ten RRI skills on the theme &#8220;Pandemic of Covid-19&#8221; in didactic situations. We obtained 345 enrolled results, and 198 started the course and 53 completed it. It was concluded that combined with the use of active methodologies and digital technologies, RRI can be adapted to different contexts and educational levels, such as student, researcher, teacher and manager.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo tiene como objetivo investigar y desarrollar Recursos Educativos Abiertos (REA) digitales y acciones orientadas hacia la concientización y diseminación de la Investigación e Innovación Responsables (RRI) como práctica pedagógica. La metodología utilizada fue la de la investigación-acción con análisis cuantitativos y cualitativos. La primera etapa consistió en la elaboración del Massive Open Online Course (MOOC), el cual fue aplicado en la segunda etapa para validación de estudiantes de licenciatura. En la tercera etapa se aplicó el curso para profesionales de la educación de las cinco regiones del Brasil. Se analizó el empleo de las diez habilidades de la RRI, sobre el tema &#8220;Pandemia de la Covid-19&#8221; en situaciones didácticas. Como resultado, se obtuvieron 345 inscritos, de los cuales 198 iniciaron el curso y 53 lo finalizaron. Se concluyó que, además del uso de metodologías activas y tecnologías digitales, la RRI puede ser adaptada para diferentes contextos y niveles educativos, en la perspectiva del alumno, investigador, docente y gestor.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores online]]></kwd>
<kwd lng="pt"><![CDATA[RRI]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem virtual]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento de pesquisa]]></kwd>
<kwd lng="en"><![CDATA[online teacher training]]></kwd>
<kwd lng="en"><![CDATA[RRI]]></kwd>
<kwd lng="en"><![CDATA[OER]]></kwd>
<kwd lng="en"><![CDATA[virtual learning]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[research development]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores online]]></kwd>
<kwd lng="es"><![CDATA[RRI]]></kwd>
<kwd lng="es"><![CDATA[REA]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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