<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092018000200515</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.13i2.0015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As tecnologias digitais e o ensino de Química: o caso do Programa de Desenvolvimento Profissional para Professores da CAPES]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital technologies and Chemistry teaching: the case of CAPES Professional Development Program for Teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Las tecnologías digitales y la enseñanza de Química: el caso del Programa de Desarrollo Profesional para Profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral-Rosa]]></surname>
<given-names><![CDATA[Marcelo Prado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eichler]]></surname>
<given-names><![CDATA[Marcelo Leandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul Programa de Pós-Graduação em Educação em Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>515</fpage>
<lpage>539</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092018000200515&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092018000200515&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092018000200515&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste artigo foi analisar o panorama global da forma&#231;&#227;o de professores ofertada pela CAPES, ocorrida em Portugal e com acompanhamento no Brasil, com a finalidade de apresentar as categorias de an&#225;lise provenientes do campo emp&#237;rico. A abordagem &#233; qualitativa com inspira&#231;&#227;o (micro)etnogr&#225;fica, tendo como estrat&#233;gia o estudo de caso. A investiga&#231;&#227;o durou tr&#234;s anos e houve imers&#245;es internacionais e nacionais. Os sujeitos foram 50 professores de Qu&#237;mica na fase internacional e 10 professores na fase nacional. A an&#225;lise foi baseada na An&#225;lise de conte&#250;do com aux&#237;lio do software QSR Nvivo. Os principais resultados foram o surgimento de tr&#234;s dom&#237;nios emergentes: i) Aqui na escola; ii) As pessoas aqui; e iii) L&#225; em Portugal. Os resultados indicaram a exist&#234;ncia de diverg&#234;ncias entre o programa de forma&#231;&#227;o e as expectativas dos cursistas, bem como entre as narrativas e as pr&#225;ticas dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this paper was to analyze the global overview of teacher training offered by CAPES, held in Portugal and with follow-up in Brazil, in order to present the categories of analysis from the empirical field. The approach is qualitative with (micro)ethnographic inspiration, having as strategy the case study. The investigation lasted for three years and there were international and national immersions. The subjects were 50 Chemistry teachers in the international phase and 10 teachers in the national phase. The analysis was based on Content analysis with the help of the QSR Nvivo software. The main results were the appearance of three emerging domains: i) Here in the school; ii) The people here; and iii) There in Portugal. The results indicated the existence of divergences between the training program and the expectations of the teachers in professional development, as well as between the narratives and the practices of the teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este art&#237;culo fue analizar el panorama global de la formaci&#243;n de profesores ofrecida por la Capes, ocurrida en Portugal y con seguimiento en Brasil, con la finalidad de presentar las categor&#237;as de an&#225;lisis provenientes del campo emp&#237;rico. El enfoque es cualitativo con inspiraci&#243;n (micro) etnogr&#225;fica, teniendo como estrategia el estudio de caso. La investigaci&#243;n dur&#243; tres a&#241;os y hubo inmersiones internacionales y nacionales. Los sujetos fueron 50 profesores de Qu&#237;mica en la fase internacional y 10 profesores en la fase nacional. El an&#225;lisis se bas&#243; en el An&#225;lisis de contenido con ayuda del software QSR Nvivo. Los principales resultados fueron el surgimiento de tres &#225;mbitos emergentes: i) Aqu&#237; en la escuela; ii) Las personas aqu&#237;; y iii) All&#237; en Portugal. Los resultados indicaron la existencia de divergencias entre el programa de formaci&#243;n y las expectativas de los profesores en desarrollo profesional, as&#237; como entre las narrativas y las pr&#225;cticas de los profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Cooperação internacional]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Química]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[International cooperation]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[Chemistry teaching]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Cooperación internacional]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Química]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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