<?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>S0104-70432022000100019</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2022.v31.n65.p19-41</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CULTURA DIGITAL, ENSINO REMOTO EMERGENCIAL E FORMAÇÃO CONTINUADA DE PROFESSORES DA EDUCAÇÃO BÁSICA: AS LIÇÕES DA PANDEMIA DA COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[DIGITAL CULTURE, EMERGENCY REMOTE TEACHING AND ELEMENTARY AND HIGH SCHOOL TEACHERS&#8217; LIFELONG TRAINING: LESSONS FROM THE COVID-19 PANDEMICS]]></article-title>
<article-title xml:lang="fr"><![CDATA[CULTURE NUMÉRIQUE, ENSEIGNEMENT À DISTANCE D&#8217;URGENCE ET FORMATION CONTINUE DES ENSEIGNANTS DE L&#8217;ÉCOLE PRIMAIRE ET SECONDAIRE: LES LEÇONS DE LA PANDÉMIE DE COVID-19]]></article-title>
<article-title xml:lang="es"><![CDATA[CULTURA DIGITAL, EDUCACIÓN REMOTA DE EMERGENCIA Y EDUCACIÓN CONTÍNUA DE PROFESORES DE LA EDUCACIÓN BÁSICA: LAS LECCIONES DE LA PANDEMIA DE COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nonato]]></surname>
<given-names><![CDATA[Emanuel do Rosário Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Társio Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia Departamento de Educação I ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia Baiano  ]]></institution>
<addr-line><![CDATA[Catu Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>31</volume>
<numero>65</numero>
<fpage>19</fpage>
<lpage>19</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432022000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432022000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432022000100019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A inserção da cultura digital na vida escolar implica a formação continuada de professores para o uso das tecnologias digitais da informação e da comunicação. A experiência do Ensino Remoto Emergencial na pandemia da COVID-19 desvelou a fragilidade dessa formação continuada dos docentes da Educação Básica no Brasil. Por meio de um Survey com 375 docentes, esta pesquisa cruzou a experiência prévia com tecnologias na Educação, a formação continuada para uso dessas tecnologias e os dados do Ensino Remoto Emergencial. O estudo demonstrou que a experiência docente com tecnologias educacionais desconexas daquelas demandadas pelo Ensino Remoto Emergencial constituiu-se no fator mais relevante para a construção das estratégias pedagógicas durante a pandemia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The insertion of digital culture in school life is connected to school teachers&#8217; lifelong formation on digital technologies of information and communication use. Emergency Remote Teaching during COVID-19 pandemics has revealed how fragile Elementary and High School teachers&#8217; lifelong training is. Using a Survey, this research has crossed the previous experience of 375 teachers with technologies in Education, lifelong training on technology and Emergency Remote Teaching data. It has demonstrated that teaching experience with educational technologies not related to those necessary to Emergency Remote Teaching was the most relevant factor that determined the construction of pedagogical strategies during the pandemics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ L&#8217;insertion de la culture numérique dans la vie scolaire implique une formation continue des enseignants à l&#8217;utilisation des technologies numériques de l&#8217;information et de la communication. L&#8217;expérience de l&#8217;enseignement à distance d&#8217;urgence dans la pandémie COVID-19 a dévoilé la fragilité de cette formation continue des enseignants de l&#8217;école primaire et secondaire au Brésil. Grâce à une Survey auprès de 375 enseignants, cette recherche a croisé l&#8217;expérience précédente avec les technologies dans l&#8217;éducation, la formation continue pour l&#8217;utilisation de ces technologies et les données de l&#8217;enseignement à distance d&#8217;urgence. Cela a démontré que l&#8217;expérience d&#8217;enseignement avec les technologies éducatives déconnectées de celles exigées par l&#8217;enseignement à distance d&#8217;urgence a été le facteur le plus pertinent pour la construction de stratégies pédagogiques pendant la pandémie]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La inserción de la cultura digital en la vida escolar implica la educación continua del profesorado para el uso de las tecnologías digitales de la información y de la comunicación. La experiencia de Educación Remota de Emergencia en la pandemia COVID-19 reveló la fragilidad de la educación continua para docentes de educación básica en Brasil. A través de un Survey a 375 profesores, esta investigación cruzó la experiencia previa con tecnologías en educación, la educación continua para el uso de estas tecnologías y los datos de educación remota de emergencia. Esto demostró que la experiencia docente con tecnologías educativas desconectadas de las demandadas por la Educación Remota de Emergencia fue el factor más relevante para la construcción de estrategias pedagógicas durante la pandemia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Remoto Emergencial]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Digital Culture]]></kwd>
<kwd lng="en"><![CDATA[Lifelong training]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology]]></kwd>
<kwd lng="en"><![CDATA[Emergency Remote Teaching]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="fr"><![CDATA[Culture Numérique]]></kwd>
<kwd lng="fr"><![CDATA[Formation Continue]]></kwd>
<kwd lng="fr"><![CDATA[Technologie Éducative]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement à distance d&#8217;urgence]]></kwd>
<kwd lng="fr"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="es"><![CDATA[Educación Contínua]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías educativas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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