<?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>S1809-38762024000100253</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e61574</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo, Tecnologias Digitais e Ensino (de Línguas): o que podemos esperar da Formação Inicial de Professores?]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum, Digital Technologies and (Language) Teaching: what can we expect from Initial Teacher Education?]]></article-title>
<article-title xml:lang="es"><![CDATA[Currículo, Tecnologías Digitales y Enseñanza (de Lenguas): ¿qué podemos esperar de la Formación Inicial del Profesorado?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feijó-Quadrado]]></surname>
<given-names><![CDATA[Caroline Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vetromille-Castro]]></surname>
<given-names><![CDATA[Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100253&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto investiga a formação inicial de professores de línguas e a preparação para o ensino com tecnologias digitais. Especificamente, analisa como as tecnologias digitais são abordadas em currículos de cursos de Licenciatura em Letras de Universidades Públicas Federais do Rio Grande do Sul e verifica as experiências de formação e de pesquisa de seus professores. Trata-se de uma pesquisa documental qualitativa, ancorada em análise de conteúdo (Bardin, 2011) e dividida em duas etapas: (1) levantamento e análise dos currículos; (2) levantamento e análise de experiências de formação e de pesquisa de professores. Embora os currículos apresentem affordances para uma preparação para o ensino com tecnologias digitais, as experiências não são ofertadas para todos os alunos. Por outro lado, todos os cursos têm professores com formação e atuação na área, ainda que esse índice seja baixo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text investigates the initial training of language teachers and preparation for teaching with digital technologies. Specifically, it analyzes how digital technologies are approached in the curricula of Degree in Literature courses at Federal Public Universities in Rio Grande do Sul and verifies the training and research experiences of their professors. This is a qualitative documentary research, anchored in content analysis (Bardin, 2011) and divided into two stages: (1) survey and analysis of curricula; (2) survey and analysis of teacher training and research experiences. Although the curricula present affordances for preparation for teaching with digital technologies, the experiences are not offered to all students. On the other hand, all courses have professors with training and experience in the area, although this index is low.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto investiga la formación inicial de profesores de lenguas y la preparación para la enseñanza con tecnologías digitales. Específicamente, analiza cómo se abordan las tecnologías digitales en los currículos de cursos de Licenciatura en Letras de Universidades Públicas Federales del Rio Grande do Sul y verifica las experiencias de formación e investigación de sus profesores. Se trata de una investigación documental cualitativa, anclada en el análisis de contenido (Bardin, 2011) y dividida en dos etapas: (1) levantamiento y análisis de currículos; (2) levantamiento y análisis de experiencias de formación e investigación docente. Aunque los currículos presenten affordances para la preparación para la enseñanza con tecnologías digitales, las experiencias no se ofrecen a todos los estudiantes. Por otro lado, todos los cursos cuentan con profesores con formación y actuación en el área, en que pese este índice aun sea bajo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação inicial de professores de línguas]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="en"><![CDATA[language teacher education]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="es"><![CDATA[formación inicial de profesores de lenguas]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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