<?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 - Educ. Temat. Digit.]]></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>S1676-25922021000200551</article-id>
<article-id pub-id-type="doi">10.20396/etd.v23i2.8657601</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTRATÉGIAS DIDÁTICAS ENVOLVIDAS NO USO DAS TIC: O QUE OS PROFESSORES DIZEM SOBRE SEU USO EM SALA DE AULA?]]></article-title>
<article-title xml:lang="en"><![CDATA[DIDACTIC STRATEGIES INVOLVED IN THE USE OF ICT: WHAT TEACHERS SAY ABOUT YOUR USE IN A CLASSROOM?]]></article-title>
<article-title xml:lang="es"><![CDATA[ESTRATEGIAS DIDÁCTICAS IMPLICADAS EN EL USO DE LAS TIC: ¿QUÉ DICEN LOS MAESTROS SOBRE SU USO EN UN AULA?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Rafaela Menezes da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Bruno Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leão]]></surname>
<given-names><![CDATA[Marcelo Brito Carneiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco  ]]></institution>
<addr-line><![CDATA[ Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Pernambuco Universidade Federal Rural de Pernambuco Universitat de Barcelona]]></institution>
<addr-line><![CDATA[ Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>551</fpage>
<lpage>571</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922021000200551&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922021000200551&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922021000200551&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Comunicação fluente, sólidos conhecimentos relacionados à disciplina que leciona, boa didática e uso de estratégias de ensino eficazes são considerados essenciais para um bom professor. Em relação às estratégias didáticas existentes e considerando a era da tecnologia, é importante que se discuta como as Tecnologias da Informação e Comunicação (TIC) são incorporadas nas práticas pedagógicas e quais estratégias são utilizadas em sala de aula. Para isso, este trabalho teve como objetivo analisar, através de entrevistas, as estratégias didáticas envolvidas no uso das TIC por três professores do curso de Licenciatura em Química de uma universidade federal brasileira. As entrevistas foram analisadas com base na Análise Textual Discursiva. Os resultados mostram que todos os docentes utilizam as TIC em sala de aula, porém somente em uma disciplina os alunos elaboram materiais digitais e planejam aulas com recursos disponíveis na Internet, discutindo especificamente sobre o uso das TIC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Fluent communication, solid knowledge related to the discipline that teaches, good didactic and know how to use effective teaching strategies, are considered essential for a good teacher. In relation to existing teaching strategies and considering the technology era, it is important to discuss how Information and Communication Technologies (ICT) are incorporated into pedagogical practices and what strategies are used in the classroom. The objective of this work was to analyze through interviews the didactic strategies involved in the use of ICT by three professors of the licentiate course in chemistry of a federal university in Brazil. The interviews were analyzed based on Discursive Textual Analysis. The results show that all teachers use ICT in the classroom, but only in one discipline do students prepare digital materials and plan classes with resources available on the Internet, specifically discussing the use of ICT.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Comunicación fluida, conocimiento sólido relacionado con la disciplina que enseña, buena didáctica y saber cómo usar estrategias de enseñanza efectivas se consideran esenciales para un buen maestro. En relación con las estrategias de enseñanza existentes y considerando la era de la tecnología, es importante discutir cómo se incorporan las Tecnologías de la Información y la Comunicación (TIC) en las prácticas pedagógicas y qué estrategias se utilizan en el aula. El objetivo de este trabajo fue analizar mediante entrevistas las estrategias didácticas involucradas en el uso de las TIC por parte de tres profesores del curso de licenciatura en química de una universidad federal de Brasil. Las entrevistas fueron analizadas en base al análisis textual discursivo. Los resultados muestran que todos los maestros utilizan las TIC en el aula, pero solo en una disciplina los estudiantes preparan materiales digitales y planifican clases con recursos disponibles en Internet, discutiendo específicamente el uso de las TIC.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estratégias didáticas]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Didactic strategies]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practices]]></kwd>
<kwd lng="es"><![CDATA[Estrategias didácticas]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
</kwd-group>
</article-meta>
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