<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2017000100251</article-id>
<article-id pub-id-type="doi">10.7213/1981-416X.17.051.AO06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ser Professor Formador de Professores a Distância: perspectivas constitutivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Being Teacher Teacher Trainer Distance: constitutive perspectives]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Liliane Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</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>17</volume>
<numero>51</numero>
<fpage>251</fpage>
<lpage>270</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000100251&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo resulta de pesquisa desenvolvida no est&#225;gio de p&#243;s doutoramento e tem como tem&#225;tica a forma&#231;&#227;o dos professores formadores de professores, em cursos ofertados na modalidade de Educa&#231;&#227;o a Dist&#226;ncia. Objetivo investigar a percep&#231;&#227;o dos professores sobre a forma&#231;&#227;o que receberam para formar professores por meio do ensino a dist&#226;ncia. A nossa quest&#227;o norteadora foi: Qual a percep&#231;&#227;o dos professores sobre a forma&#231;&#227;o que receberam para formar professores por meio do ensino a dist&#226;ncia? Que saberes, que curr&#237;culos e que experi&#234;ncias eles possuem, estando na condi&#231;&#227;o de formadores no curso de Pedagogia a dist&#226;ncia da UAB/Unimontes? Adotamos uma metodologia quanti-qualitativa, a partir da an&#225;lise de conte&#250;do. Os principais achados da pesquisa em rela&#231;&#227;o ao professor que atua no curso de Pedagogia a dist&#226;ncia da UAB/Unimontes foram: temos um professor na faixa et&#225;ria entre quarenta e cinquenta. Os professores se formaram para atuar na EaD a maioria em cursos de extens&#227;o. Todos quando iniciaram o trabalho na UAB/Unimontes j&#225; tinham alguma experi&#234;ncia com a EaD embora muitos admitam que est&#227;o aprendendo muito ao desenvolver trabalho. Eles s&#227;o otimistas com rela&#231;&#227;o &#224;s novas tecnologias. Acreditamos que a qualifica&#231;&#227;o do trabalho docente, na modalidade de EaD, s&#243; ocorrer&#225; se o profissional tiver consci&#234;ncia de que essa modalidade de ensino n&#227;o &#233; uma nova roupagem ao ensino presencial. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This article results from research conducted at the stage of post-doctoral and has as its theme the training of teacher educators of teachers, courses offered in the form of distance education. We aimed to investigate the perceptions of teachers about the training they received to train teachers through distance education. Our guiding question was: What is the perception of teachers about the training they received to train teachers through distance education? That knowledge, that curricula and experiences that they have, being in the condition of trainers in pedagogy course distance of UAB / Unimontes? We adopt a quantitative-qualitative methodology, from the content analysis. The main findings of the research in relation to the teacher who acts in the course of Pedagogy distance of UAB / Unimontes were: we have a teacher between the ages of forty and fifty. Alumni teachers to work in EaD mostly in coursework. All work when initiated at UAB / Unimontes already had some experience with EaD although many admit they are learning to develop much work. They are optimistic about the new technologies. We believe that the classification of teachers' work in the form of EaD, will only occur if the trader has realized that this type of education is not a new guise to face teaching. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Professores Formadores de Professores]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Former Teachers of Teachers]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[]]></source>
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</article>
