<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932023000100101</article-id>
<article-id pub-id-type="doi">https://doi.org/10.24220/2318-0870v28e2023a7070</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas pedagógicas dos professores de Língua Inglesa e o desenvolvimento do seu letramento digital]]></article-title>
<article-title xml:lang="en"><![CDATA[English teachers&#8217; pedagogical practices and their digital literacy development]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedri]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Koerner]]></surname>
<given-names><![CDATA[Rosana Mara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Região de Joinville Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Joinville SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo busca trazer informações sobre como o letramento digital dos professores de língua inglesa tem se desenvolvido por meio do que dizem de suas práticas em sala de aula. Os dados analisados aqui são um recorte de uma pesquisa de mestrado que procurou investigar o desenvolvimento do letramento digital desses professores, seus desafios e, superações e responsabilidade deles ao formar outros sujeitos letrados digitalmente. Para levantamento dos dados foram utilizados os instrumentos questionário e entrevista e as falas foram analisadas em seu conteúdo. Os resultados demonstraram que as práticas docentes que mais oportunizam o desenvolvimento do letramento digital dos professores referem-se ao planejamento e execução das aulas, principalmente por meio de atividades de pesquisa e apresentação de conteúdos, sejam por textos, imagens ou vídeos. Os recursos tecnológicos têm sido utilizados mais para apresentação/apreciação do que para a produção/criação de materiais digitais. Aponta-se a necessidade de formação sólida no tema letramento digital para um trabalho mais efetivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article provides information on how English teachers&#8217; digital literacy has developed through what they say about their classroom practices. The data analyzed are an excerpt of a master&#8217;s research that sought to investigate the development of teachers&#8217; digital literacy, their challenges, solutions, and their responsibility in forming other digitally literate subjects. Questionnaires and interviews were used for data collection and the speeches were subject to content analysis. The results showed that the teaching practices that most favor the development of such a literacy are the planning and execution of classes, mainly through research activities and content presentation, whether through texts, images, or videos. Technological resources have been used more for presentation/appreciation than for the production/creation of digital materials. Solid training in digital literacy is needed for a more effective work.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Atividades pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Leitura e escrita na tela]]></kwd>
<kwd lng="pt"><![CDATA[Professores de língua inglesa]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical activities]]></kwd>
<kwd lng="en"><![CDATA[Reading and writing on the screen]]></kwd>
<kwd lng="en"><![CDATA[English language teachers]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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