<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822008000300010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação a distância: contrapondo críticas, tecendo argumentos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lück]]></surname>
<given-names><![CDATA[Esther Hermes]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2008</year>
</pub-date>
<volume>31</volume>
<numero>03</numero>
<fpage>258</fpage>
<lpage>267</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822008000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822008000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822008000300010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo toma a produção teórica de alguns autores referenciais, para desenvolver questionamentos acerca das críticas atualmente formuladas à Educação a Distância. Considera que as novas tecnologias da Educação provocam reações diversas e contraditórias, que vão do otimismo exacerbado ao questionamento radical. Estas posturas revelam os aspectos político-ideológicos que subjazem aos posicionamentos críticos. Apresenta a questão da formação docente como o foco central do debate e o uso reflexivo e pedagógico das novas ferramentas tecnológicas como um dos fatores prioritários para a criação de processos capazes de responder às necessidades e desafios que se impõem na sociedade do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This work utilizes the theories of some reference researchers to understand and evaluate the current critics towards Distance Education. The news technologies of information and communications applied in the educational processes are usually received with a mix of distinct (often opposite) reactions. These reaction are more political and ideological positions and less consistent. The well known challenges related to the skills needed in a knowledge society are demanding alternative processes. Regarding this, we focus on teacher formation and training to emphasize the possibilities offered by the new technological tools, used with critical approach and with strength relations to the objectives, contents and context of the pedagogical project to be offered.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Uso Crítico das Tecnologias]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Critical Approach to Education Technology]]></kwd>
<kwd lng="en"><![CDATA[Innovation in Teaching Training and Practice]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Educa&ccedil;&atilde;o  a dist&acirc;ncia: contrapondo cr&iacute;ticas, tecendo argumentos.</h2> <h3>Education distance: opposing critical, weaveeing  arguments.</h3>      ]]></body>
</article>
