<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciênc. educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132017000300563</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320170030002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As barreiras da prática docente no uso das tecnologias de informação e comunicação]]></article-title>
<article-title xml:lang="en"><![CDATA[Barriers of educational practice in the use of information and communications technology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schuhmacher]]></surname>
<given-names><![CDATA[Vera Rejane Niedersberg]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves Filho]]></surname>
<given-names><![CDATA[José de Pinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schuhmacher]]></surname>
<given-names><![CDATA[Elcio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Sul de Santa Catarina Departamento de Ciências Tecnológicas e Ciências Exatas ]]></institution>
<addr-line><![CDATA[Palhoça SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina Centro de Ciências Físicas e Matemáticas Departamento de Física]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundação Universidade Regional de Blumenau Centro de Ciências Naturais e Matemáticas ]]></institution>
<addr-line><![CDATA[Blumenau SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>563</fpage>
<lpage>576</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132017000300563&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132017000300563&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132017000300563&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O uso das Tecnologias de Informa&#231;&#227;o e Comunica&#231;&#227;o (TIC) em situa&#231;&#245;es de Ensino tem sido contradit&#243;rio no c&#237;rculo docente. Muitos professores, ao reconhecerem seu valor na Educa&#231;&#227;o, em situa&#231;&#245;es de integra&#231;&#227;o, experimentam dificuldades na constru&#231;&#227;o e na media&#231;&#227;o do conhecimento. Este artigo apresenta os resultados da investiga&#231;&#227;o sobre as barreiras enfrentadas pelo docente na inser&#231;&#227;o das TIC em sua pr&#225;tica no sistema escolar. A proposta metodol&#243;gica envolveu a an&#225;lise dos Projetos Pol&#237;tico Pedag&#243;gicos de cursos de Licenciatura; entrevista a coordenadores e question&#225;rios com professores do Ensino M&#233;dio e das Licenciaturas. Aponta-se para um professor interessado em usar as TIC, mas desprovido do conhecimento necess&#225;rio para empreg&#225;-las em situa&#231;&#245;es de ensino-aprendizagem. Algumas situa&#231;&#245;es que, em princ&#237;pio, haviam sido consideradas como "barreiras" se configuraram efetivamente como "obst&#225;culos" &#224; pr&#225;tica docente. Identificaram-se tr&#234;s grupos de obst&#225;culo: estrutural, epistemol&#243;gico e did&#225;tico. Apresentam-se proposi&#231;&#245;es que oportunizam a identifica&#231;&#227;o da g&#234;nese dos obst&#225;culos e estrat&#233;gias para sua supera&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The use of information and communications technology (ICT) in education has resulted in contradictory situations in the teaching circle. Although teachers recognize its value in education, their experience in situations calling for integration shows difficulties in building and the mediation of knowledge. This paper presents the results of research on the barriers faced by teachers in the integration of ICT into their practice, in Brazilian schools. The methodology involved the analysis of the pedagogical projects of teacher training programs (called 'licenciaturas' in Brazil), interviews with coordinators and questionnaires with teachers. The results point to a teacher interested in using ICT in their practice, aware of its potential, but lacking the knowledge to make use of these in teaching-learning situations. Some situations that, in principle, had been regarded as "barriers" were configured effectively as "obstacles" to the teaching practice. Three obstacle groups were identified: structural, epistemological and didactic. Some proposals are presented to provide the identification of the obstacles and strategies to overcome them.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia de informação e comunicação]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="pt"><![CDATA[Prática docente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="en"><![CDATA[Information and communication technology]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
