<?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[Ciência 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>S1516-73132024000100229</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240031</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A epistemologia do obstáculo docente no uso da Tecnologia Digital da Informação e Comunicação]]></article-title>
<article-title xml:lang="en"><![CDATA[The epistemology of teaching obstacle in the use of digital information and communication 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[Oliveira]]></surname>
<given-names><![CDATA[Eliane Damian De Bona de]]></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 Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Tubarão SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional de Blumenau Programa de Pós-graduação em Ensino de Ciências Naturais e Matemática ]]></institution>
<addr-line><![CDATA[Blumenau SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100229&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação tem desafios que sobrevêm das transformações tecnológicas na sociedade que demandam dos professores a reavaliação acerca da inserção das Tecnologias Digitais da Informação e Comunicação (TDIC) no processo de ensino e aprendizagem. O objetivo deste estudo é investigar a superação dos obstáculos epistemológicos e didáticos na inserção das TDIC na prática docente. A pesquisa adota a abordagem qualitativa de estudo de caso com professores da Educação Básica. Os instrumentos empregados foram questionário e entrevista, e a análise dos dados está alicerçada nos fundamentos teóricos propostos por Gaston Bachelard. Os resultados indicam que os professores enfrentam obstáculos estruturais, epistemológicos e didáticos diariamente. O conhecimento epistemológico em TDIC, construído a partir do senso comum, sem crítica e reflexão, é propulsor de novos obstáculos epistemológicos e didáticos. Os professores reconhecem a importância da formação continuada no processo de superação, mas relatam a descontinuidade e a limitação de conhecimentos desenvolvidos nesses momentos pedagógicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Education has challenges that arise from technological transformations in society and require teachers to reassess the insertion of digital information and communication technologies (DICT) in the teaching-learning process. The objective of this study is to investigate the overcoming of epistemological and didactic obstacles to the insertion of DICT into teaching practice. We have adopted a qualitative case study approach with basic education teachers. Questionnaires and interviews were used, and data analysis was based on the theoretical foundations proposed by Gaston Bachelard. Results indicate that teachers face structural, epistemological, and didactic obstacles daily. New epistemological and didactic obstacles can boost epistemological knowledge in DICT, built on conventional wisdom without criticism or reflection. Teachers recognize that knowledge is limited at these instructional moments, but they also recognize the importance of continuous training to overcome them.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Continuing teacher education]]></kwd>
<kwd lng="en"><![CDATA[Information and communication technology]]></kwd>
<kwd lng="en"><![CDATA[Technology and education]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Prática docente]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada do professor]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia digital da informação e comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia e educação]]></kwd>
</kwd-group>
</article-meta>
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