<?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>S0104-70432022000100174</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2022.v31.n65.p174-187</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O USO PEDAGÓGICO DAS TECNOLOGIAS DIGITAIS: DO CURRÍCULO À FORMAÇÃO DE PROFESSORES EM TEMPOS DE PANDEMIA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PEDAGOGICAL USE OF DIGITAL TECHNOLOGIES: FROM THE CURRICULUM TO TEACHER TRAINING IN PANDEMIC TIMES]]></article-title>
<article-title xml:lang="es"><![CDATA[EL USO PEDAGÓGICO DE LAS TECNOLOGÍAS DIGITALES: DEL CURRICULUM A LA FORMACIÓN DOCENTE EN TIEMPOS DE PANDEMIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Darianny Araújo dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Negrão]]></surname>
<given-names><![CDATA[Felipe da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas Faculdade de Educação Departamento de Métodos e Técnicas]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Amazonas Faculdade de Educação Departamento de Métodos e Técnicas]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></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>174</fpage>
<lpage>187</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432022000100174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432022000100174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432022000100174&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo reflete como as Tecnologias Digitais (TD) podem contribuir para ressignificar o fazer docente em contextos de ensino e aprendizagem, pois, ao mesmo tempo em que causam expectativas por representar o &#8220;novo&#8221;, em contrapartida, provocam tensões em relação à prática educativa, no que tange, especialmente, às formas de apropriação e implementação por parte do docente, individualmente ou pela adesão de um projeto coletivo. Com as repentinas mudanças provocadas pela pandemia da Covid-19, a utilização das TD, a fim de que as aulas prosseguissem, tornou-se imperativa, da educação básica ao ensino superior. A análise empreendida está suportada na pesquisa bibliográfica, na qual buscou privilegiar o levantamento de estudos voltados à relação entre o ensino remoto, o currículo e a prática pedagógica. Como resultados apontamos que a apropriação pedagógica das TD se impõe como um dos desafios à ação docente e à sua agência como decisor curricular, especialmente com o ensino remoto, bem como exige a aprendizagem e o desenvolvimento de habilidades técnicas e pedagógicas para o melhor aproveitamento das tecnologias em razão, particularmente, das aprendizagens e formação dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article reflects on how Digital Technologies (DT) can contribute to re-signify teaching in teaching and learning contexts, because, while they cause expectations for representing the &#8220;new&#8221;, on the other hand, they provoke tensions in relation to the practice educational, with regard, especially, to the forms of appropriation and implementation by the teacher, individually or by joining a collective project. With the sudden changes caused by the Covid-19 pandemic, the use of DT, for classes to continue, became imperative, from basic education to higher education. The analysis undertaken is supported by the bibliographical research, in which it sought to privilege the survey of studies focused on the relationship between remote teaching, the curriculum and pedagogical practice. As a result, we point out that the pedagogical appropriation of DT imposes itself as one of the challenges to the teaching action and to its agency as a curriculum decision maker, especially with remote teaching, as well as it requires learning and the development of technical and pedagogical skills for the best use. technologies as a function of student learning and training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo reflexiona sobre cómo las Tecnologías Digitales (TD) pueden contribuir a resignificar la docencia en contextos de enseñanza y aprendizaje, pues, al mismo tiempo que provocan expectativas por representar lo &#8220;nuevo&#8221;, por otro lado, provocan tensiones con relación a la práctica educativa, en lo que respecta, especialmente, a las formas de apropiación e implementación por parte del docente, individualmente o incorporándose a un proyecto colectivo. Con los cambios repentinos provocados por la pandemia del Covid-19, el uso del DT, para la continuidad de las clases, se volvió imperativo, desde la educación básica hasta la superior. El análisis realizado se sustenta en la investigación bibliográfica, en la que se buscó privilegiar el levantamiento de estudios centrados en la relación entre la enseñanza a distancia, el currículo y la práctica pedagógica. Como resultado, señalamos que la apropiación pedagógica de la TD se impone como uno de los desafíos a la acción docente y a su agencia como decisora &#8203;&#8203;curricular, especialmente con la enseñanza a distancia, así como, requiere del aprendizaje y el desarrollo de habilidades técnicas y pedagógicas para el mejor uso de las tecnologías en función, en particular, del aprendizaje y la formación de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[formação do professor]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="en"><![CDATA[remote teaching]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[enseñanza remota]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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