<?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[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>S1809-38762020000401815</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i4p1815-1834</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ELEMENTOS RELEVANTES PARA A FORMAÇÃO DE PROFESSORES NA CULTURA DIGITAL]]></article-title>
<article-title xml:lang="en"><![CDATA[RELEVANT ISSUES FOR TEACHER EDUCATION IN DIGITAL CULTURE]]></article-title>
<article-title xml:lang="es"><![CDATA[ELEMENTOS PERTINENTES PARA LA EDUCACIÓN DOCENTE EN LA CULTURA DIGITAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KOERICH]]></surname>
<given-names><![CDATA[Vania Amélia Miranda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LAPA]]></surname>
<given-names><![CDATA[Andrea Brandão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>4</numero>
<fpage>1815</fpage>
<lpage>1834</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000401815&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000401815&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000401815&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo trata da análise de um processo formativo de professores, realizado por uma abordagem mídia-educativa que defende a apropriação crítica e criativa das mídias. A pesquisa foi conduzida com uma análise qualitativa em um estudo de caso da experiência de alguns professores com integração de redes sociais no ensino fundamental público. Teve como objetivo identificar fatores e circunstâncias relevantes para a formação de professores. O trabalho permitiu uma reflexão sobre desafios e oportunidades identificados nesta experiência. Os resultados apontam alguns elementos relevantes como os fatores &#8216;postura de professor-pesquisador&#8217; e &#8216;postura de aprendiz permanente&#8217;, e as circunstâncias &#8216;apoio da universidade&#8217;, &#8216;apoio entre pares&#8217; e &#8216;apoio da escola&#8217;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article analyses a teacher training process carried out by a media-educational approach that defends the critical and creative appropriation of the media. The research was carried in a qualitative approach in a case study of teachers&#8217; integration to social networks in elementary school. It aimed to identify relevant factors and circumstances for teacher training. Through content analysis of observation records, recordings of meetings, documents produced and interviews with teachers, it was possible to reflect on challenges and opportunities identified in this experience. The results point to some relevant elements such as the factors &#8216;teacher-researcher posture&#8217; and &#8216;permanent apprentice posture&#8217;, and the circumstances &#8216;university support&#8217;, &#8216;peer support&#8217; and &#8216;school support&#8217;.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo aborda el análisis de un proceso de formación docente llevado a cabo desde un enfoque crítico de educación con tecnologías que defiende la apropiación crítica y creativa de los medios. La investigación realizada optó por un análisis cualitativo en un estudio de caso de la experiencia de algunos maestros en la integración de redes sociales en la escuela primaria. Su objetivo era identificar factores y circunstancias relevantes para la formación de profesores. Fue posible reflexionar sobre los desafíos y oportunidades identificados en esta experiencia. Los resultados señalan algunos elementos relevantes como los factores "postura maestro-investigador" y "postura de aprendiz permanente", y las circunstancias "apoyo universitario", "apoyo entre pares" y "apoyo escolar".]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mídia-educação]]></kwd>
<kwd lng="pt"><![CDATA[Integração de tecnologias na educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Professor-pesquisador]]></kwd>
<kwd lng="en"><![CDATA[Media education]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="es"><![CDATA[Educación sobre medios de comunicación]]></kwd>
<kwd lng="es"><![CDATA[Tecnología de la información]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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