<?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>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772017000200469</article-id>
<article-id pub-id-type="doi">10.1590/S1414-40772017000200012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A influência das condições institucionais no desenvolvimento de competências eletrônicas dos professores para o ensino na EAD: proposição de um modelo analítico]]></article-title>
<article-title xml:lang="en"><![CDATA[The influence of institutional conditions in developing electronic skills of professors for distance education teaching: proposition of an analytical model]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cassundé]]></surname>
<given-names><![CDATA[Fernanda Roda de Souza Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendonça]]></surname>
<given-names><![CDATA[José Ricardo Costa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Milka Alves Correia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Vale do São Francisco  ]]></institution>
<addr-line><![CDATA[Petrolina PE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>469</fpage>
<lpage>493</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772017000200469&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772017000200469&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772017000200469&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O Brasil vem sofrendo, desde 2002, um significativo processo de interioriza&#231;&#227;o do ensino superior, por meio da cria&#231;&#227;o de novos Campi e tamb&#233;m por meio da cria&#231;&#227;o de novas Institui&#231;&#245;es de Ensino Superior. Este fen&#244;meno parece ter ocorrido principalmente devido as condi&#231;&#245;es econ&#244;micas favor&#225;veis neste per&#237;odo e a pol&#237;ticas p&#250;blicas espec&#237;ficas do Governo Federal e, em alguns casos, de Governos Estatuais. Ao se considerar, portanto, o novo contexto educacional estabelecido pelo avan&#231;o tecnol&#243;gico, pelo est&#237;mulo ao uso das tecno logias de informa&#231;&#227;o e comunica&#231;&#227;o (TIC) e pela consolida&#231;&#227;o da EAD, acredita-se ser de fundamental import&#226;ncia a considera&#231;&#227;o de compet&#234;ncias tecnol&#243;gicas no exerc&#237;cio da profiss&#227;o docente. Nesse sentido, a compet&#234;ncia eletr&#244;nica deve ser compreendida como uma compet&#234;ncia para a a&#231;&#227;o espec&#237;fica de professores para dominar as tecnologias de aprendizagem. Sua aquisi&#231;&#227;o requer mais do que aprender, respectivamente, novos conhecimentos, desenvolver novas compet&#234;ncias ou a assumir novas atitudes. Partindo desta premissa, este estudo tem como objetivo a proposi&#231;&#227;o de um modelo anal&#237;tico que permita avaliar a influ&#234;ncia das condi&#231;&#245;es institucionais no desenvolvimento de compet&#234;ncias eletr&#244;nicas dos professores do ensino superior para a Educa&#231;&#227;o a Dist&#226;ncia (EAD). Para a consecu&#231;&#227;o do objetivo deste trabalho, ap&#243;s uma revis&#227;o sistem&#225;tica da literatura e an&#225;lise te&#243;rica, revisita-se o conceito de &#8220;compet&#234;ncia para a&#231;&#227;o&#8221;, fundamentando as disposi&#231;&#245;es do indiv&#237;duo para a a&#231;&#227;o competente, os contextos e as normas consensuais, que determinam os padr&#245;es adequados (ou apropriados) do comportamento. Posteriormente, apresenta-se uma discuss&#227;o sobre as compet&#234;ncias para o ensino superior e, em especial, as compet&#234;ncias eletr&#244;nicas para a EAD. E, por fim, detalha-se as condi&#231;&#245;es institucionais do modelo de sinergia para compet&#234;ncias eletr&#244;nicas, finalizando com a proposi&#231;&#227;o do modelo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Brazil has undergone, since 2002, a significant process of internalization of higher education, through the creation of new campuses and through the creation of new higher education institutions. This phenomenon seems to have occurred mainly due to favorable economic conditions in this period and the specific policies of the Federal Government and, in some cases, of State governments. When therefore considered the new educational context established by technological advancement, by encouraging the use of information and communication technologies (ICTs) and the consolidation of Distance Learning, we believe it to be of fundamental importance to consider technological skills in the teaching profession. In this sense, the electronic competence must be understood as a competence for the specific action of professors to master the learning technologies. Its acquisition requires more than learning respectively new knowledge, to develop new skills and take on new attitudes. From this premise, this study aims to propose an analytical model in order to evaluate the influence of institutional conditions in developing electronic skills of professors in Distance Learning higher education. To achieve the objective of this work, after a systematic literature review and theoretical analysis, we revisit the concept of "action competence", basing the arrangements of the individual for the relevant action, the contexts and consensual norms, which determine the appropriate standards of behaviour. Subsequently, we present a discussion on skills for higher education and, especially, electronic skills for distance education. Finally, institutional conditions of a synergy model for electronic skills were detailed, ending with the proposed model.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Competências eletrônicas]]></kwd>
<kwd lng="pt"><![CDATA[Educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="en"><![CDATA[Electronic Competence]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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