<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762017000100221</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i1p221-248</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação continuada de professores em tecnologia: a "ousadia" na dialogicidade entre a universidade e a escola]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher's training in technology: daring dialogues between the universities and schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Gláucia da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Knoll]]></surname>
<given-names><![CDATA[Ariana Chagas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simonian]]></surname>
<given-names><![CDATA[Michele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<fpage>221</fpage>
<lpage>248</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000100221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Neste artigo, apresentamos os resultados de uma experi&#234;ncia do Grupo de Estudo e Pesquisa Professor, Escola e Tecnologias Educacionais (Geppete) ao planejar, desenvolver e avaliar a forma&#231;&#227;o "Tecnologias e Educa&#231;&#227;o na Cibercultura", sendo este integrante do projeto de forma&#231;&#227;o continuada de professores -EduPesquisa. Esse curso ocorreu por meio da parceria entre a Secretaria Municipal de Educa&#231;&#227;o de Curitiba,a Universidade Federal do Paran&#225; e a Secretaria de Educa&#231;&#227;o B&#225;sica do Minist&#233;rio da Educa&#231;&#227;o durante os anos de 2013 a 2015. Foram refer&#234;ncias dessa produ&#231;&#227;o quanto &#224; metodologia autores como Salda&#241;a (2013) e Bardin (2009) e na an&#225;lise qualitativa dos dados o software ATLAS.ti. No que se refere &#224; fundamenta&#231;&#227;o te&#243;rica,foram refer&#234;ncia os autores Marcelo (1999) e Freire (1968; 1987;1998). A quest&#227;o norteadora centrou-se em analisar os resultados da forma&#231;&#227;o continuada baseada na pesquisa por meio da parceria entre universidade e escola a partir de depoimentos de professores(as).As categorias explicativas reveladas no processo foram: as emo&#231;&#245;es dos(as) professores(as) frente &#224; oportunidade de estudar e pesquisar em servi&#231;o,as mudan&#231;as conceituais e de vis&#227;o sobre a pesquisa, bem a escrita(em forma de artigo) dos ensaios de estudo, pesquisa e reflex&#227;o, comunicando-os aos pares e &#224; comunidade acad&#234;mica. Em s&#237;ntese, podemos afirmar que a experi&#234;ncia vivida pelos professores reaproximou-os da universidade e da "vida te&#243;rico-acad&#234;mica", articulando a realidade pessoal e profissional do(a) professor(a) da educa&#231;&#227;o b&#225;sica &#224;s demandas da academia. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRAC  This paper presents the results of an experiment developed by a Study and Research Group named Teacher, School and Educational Technologies (GEPPETE) when planning, developing and evaluating a course named Technology and Education in Cyberculture that was designed to help teachers in their training process. The course was part of a project named EduPesquisa conducted in a partnership with Curitiba's Local Department of Education, the Federal University of Paran&#225; and the National Department of Basic Education between the years 2013 and 2015. As to the methodology, authors like Salda&#241;a (2013) and Bardin (2009) reference this production and the ATLAS.ti software was used for the qualitative data analysis. The theoretical foundations are based on Marcelo (1999), and Freire (1968, 1987 and 1998). This study aims to identify the consequences of elementary school teacher training when this occurs in partnership with a university. The research revealed explanatory categories of the process, which are the emotions of the teachers before the opportunity to study and research while on duty; the conceptual changes and points of view about the research; and writing an article on their studies, research and reflections, communicating them to their peers and the academic community. In other words, we may state that the process experienced by the teachers has approximated them to the university and to the "theoretical and academic life", bringing the reality of the elementary school teacher's personal and professional life closer to the scientific and theoretical production demands in their academic lives.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Continuada de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Universidade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VALENTE]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Educação ou aprendizagem ao longo da vida.]]></article-title>
<source><![CDATA[Pátio. Revista Pedagógica]]></source>
<year></year>
<volume>8</volume>
<numero>31</numero>
<issue>31</issue>
<page-range>12-5</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
