<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922009000100019</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Alteridade como princípio para a formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Gilda Helena Bernardino de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A19">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2009</year>
</pub-date>
<volume>10</volume>
<numero>02</numero>
<fpage>271</fpage>
<lpage>290</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922009000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922009000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922009000100019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo apresenta os pressupostos, a fundamentação pedagógica e a estrutura do curso de especialização- pós-graduação lato sensu - em Tecnologias em Educação oferecido em sua primeira versão para 1 400 professores da rede estadual e municipal do país. O artigo ainda aponta para as estruturas pedagógicas utilizadas no curso e como estas apresentam o conteúdo gerador e, a partir daí, a formação da comunidade de aprendizagem mediada pelo professor- tutor, um dos atores do processo de desenvolvimento do curso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article presents the principles, the pedagogical basis and the structure of the specialization course - postgraduate/ lato sensu/ - of Technologies in Education offered in its first version for 1.400 teachers from municipal and estate levels of Brazil. This paper also shows the pedagogical structures used in the course and how they introduce the content, and from there, the formation of a learning community mediated by the teacher-tutor, one of the actors in the development of the course.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologias em Educação]]></kwd>
<kwd lng="pt"><![CDATA[Estruturas Pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Technology in Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Structures]]></kwd>
<kwd lng="en"><![CDATA[Teachers Development]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Alteridade como princ&iacute;pio  para a forma&ccedil;&atilde;o de professores.</h2> <h3>Alterity as the principle for the teachers&rsquo; qualification.</h3>     <p>&nbsp;</p> <h4>Gilda Helena Bernardino de  Campos    <br> </h4> </font>      ]]></body>
</article>
