<?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>S1981-416x2021000401766</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.071.ds13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação docente para educação profissional por meio de um curso de extensão com tecnologias emergentes e escolarização aberta]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training for professional education through a course of extension on emerging technologies with open schooling]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de docentes para la formación profesional a través de un curso de extensión con tecnologías emergentes y escolarización abierta]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Okada]]></surname>
<given-names><![CDATA[Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matta]]></surname>
<given-names><![CDATA[Cláudia Eliane da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,The Open University  ]]></institution>
<addr-line><![CDATA[Milton Keynes UK]]></addr-line>
<country>Inglaterra</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Itajubá  ]]></institution>
<addr-line><![CDATA[Itajubá MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>71</numero>
<fpage>1766</fpage>
<lpage>1793</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000401766&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000401766&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000401766&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo explora a &#8220;escolarização aberta&#8221; promovida pela União Europeia cujo foco é a coaprendizagem formal, não-formal e informal por meio da cooperação entre estudantes, cientistas e comunidades para resolver problemas reais da vida visando educação profissional sociocientífica e cidadania responsável. O objetivo deste estudo foi compreender as práticas, estratégias e necessidades de professores interessados em inovação educacional com tecnologias emergentes e escolarização aberta. Este estudo de métodos mistos foi apoiado por um instrumento reflexivo semiestruturado do projeto CONNECT de escolarização aberta. Este projeto visa empoderar jovens apoiados em pesquisa e inovação responsáveis, ciência-ação e &#8220;diversão emancipatória" - prazer intrínseco de aprender. Os participantes foram 34 professores de escolas de ensino médio, incluindo educação profissional, técnica e vocacional no Brasil, que concluíram um curso de extensão sobre o uso de tecnologias emergentes. Os resultados destacam vários desafios para professores ainda centrados no ensino tradicional transmissivo: ensinar habilidades de pesquisa com problemas da vida real; ajudar os estudantes a gerar perguntas com visões baseadas em evidências; avaliar o quão bem os estudantes usam as evidências para formar um argumento e elaborar narrativas científicas e promover discussão sobre ciência na sociedade em sala de aula. Além disso, quatro estratégias de ensino e aprendizagem dos professores precisam tornar-se mais frequentes para que estudantes possam: elaborar questões científicas sobre o tópico abordado; desenvolver projeto de investigação colaborativa; usar jogos colaborativos com divisão de papéis e dialogar sobre questões científicas atuais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article explores the "open schooling" promoted by the European Union, whose focus is formal, non-formal and informal co-learning through cooperation between students, scientists and communities to solve real-life problems aiming at professional socio-scientific education, and responsible citizenship. The aim of this study was to understand the practices, strategies and needs of teachers interested in educational innovation with emerging technologies and open schooling. The mixed methods methodology was supported by a semi-structured reflexive instrument of the open schooling project CONNECT. Its aim is to empower youth supported by responsible research and innovation science-action and &#8216;emancipatory fun&#8217; - intrinsic enjoyment for learning. Participants were 34 teachers of secondary schools including professional, technical and vocational education in Brazil who completed an extension course on the use of emerging technologies. The results highlight several challenges for teachers still focused on traditional transmissive teaching. These include teaching research skills with real-life problems; help students generate questions with evidence-based insights; assess how well students use evidence to form an argument and craft scientific narratives and promote discussion of science in society in the classroom. In addition, four teachers' teaching and learning strategies need to become more frequent so that students can: raise scientific questions about the topic addressed; develop collaborative research project; use collaborative role-playing games and dialogue on current scientific issues.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo explora la &#8220;escolarización abierta&#8221; promovida por la Unión Europea que se centra en el coaprendizaje formal, no formal e informal a través de la cooperación entre estudiantes, científicos y comunidades para resolver problemas de la vida real que apuntan a la educación sociocientífica profesional y la ciudadanía responsable. El objetivo de este estudio fue conocer las prácticas, estrategias y necesidades de los docentes interesados &#8203;&#8203;en la innovación educativa con tecnologías emergentes y la escolarización abierta. Este estudio de métodos mixtos fue apoyado por un instrumento reflexivo semiestructurado del proyecto de educación abierta CONNECT. Este proyecto tiene como objetivo empoderar a los jóvenes con el apoyo de la investigación y la innovación responsables, la ciencia de la acción y la "diversión emancipadora", un placer intrínseco en el aprendizaje. Los participantes fueron 34 profesores de secundaria, incluida la educación profesional, técnica y vocacional en Brasil, que completaron un curso de extensión sobre el uso de tecnologías emergentes Los resultados destacan varios desafíos para los maestros que aún se enfocan en la enseñanza transmisiva tradicional: enseñar habilidades de investigación con problemas de la vida real; ayudar a los estudiantes a generar preguntas con conocimientos basados &#8203;&#8203;en la evidencia; los estudiantes usan la evidencia para formar un argumento y elaborar narrativas científicas y promover la discusión sobre ciencia en la sociedad en el aula. Además, las estrategias de enseñanza y aprendizaje de cuatro maestros deben ser más frecuentes para que los estudiantes puedan: hacer preguntas científicas sobre el tema tratado; desarrollar un proyecto de investigación acción colaborativa; utilizando juegos de rol colaborativos y dialogando sobre temas científicos actuales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escolarização aberta]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias emergentes]]></kwd>
<kwd lng="pt"><![CDATA[Educação Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa e inovação responsáveis]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas Científicas]]></kwd>
<kwd lng="en"><![CDATA[Open schooling]]></kwd>
<kwd lng="en"><![CDATA[Emerging technologies]]></kwd>
<kwd lng="en"><![CDATA[Scientific Professional Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Responsible research and innovation]]></kwd>
<kwd lng="en"><![CDATA[Scientific narratives]]></kwd>
<kwd lng="es"><![CDATA[Escolaridad abierta]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías emergentes]]></kwd>
<kwd lng="es"><![CDATA[Educación profesional]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Investigación e innovación responsable]]></kwd>
<kwd lng="es"><![CDATA[Narrativas científicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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