<?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>S1981-416x2022000100109</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.072.ds10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores da EJA em tempos de pandemia: interação, criatividade e aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Training of EJA teachers in times of pandemics: interaction, creativity and learning]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de profesores de EJA en tiempos de pandemia: interacción, creatividad y aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolfe]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portilho]]></surname>
<given-names><![CDATA[Evelise Maria Labatut]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>72</numero>
<fpage>222</fpage>
<lpage>246</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo objetiva, a partir de um estudo de caso, descrever os processos que configuram um programa de formação continuada a professores da Educação de Jovens e Adultos no momento da pandemia da COVID-19, com vistas ao desenvolvimento de processos inovadores capazes de produzir mudanças por meio da interação, criatividade e aprendizagem. O estudo de caso se desenvolve nos limites da pesquisa qualitativa de abordagem descritiva e teve os dados gerados a partir de questionário, chat dos encontros, dos aplicativos utilizados nos encontros e do questionário de avaliação do processo de formação realizado com vinte e um professores que atuam em um Centro Estadual de Educação Básica na cidade de Almirante Tamandaré, PR. Tendo por base as análises, percebemos que o momento vivenciado pela pandemia da COVID-19, mostrou que os professores têm vivenciado desafios significativos, como a falta de formação específica em estratégias didáticas que utilizam tecnologias, o difícil acesso à internet por parte dos professores e dos alunos e a falta de equipamentos tecnológicos apropriados em suas práticas pedagógicas, com destaque para a falta de interação vivida na pandemia, distanciando professores de professores e professores de alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims, through a case study, to describe the processes that configure a continuing education program for teachers of Youth and Adult Education at the time of the COVID-19 pandemic with a view to the development of innovative processes capable of producing changes through interaction, creativity and learning. The case study is developed within the limits of qualitative research with a descriptive approach and had the data generated from the questionnaire, chat of the meetings, the applications used in the meetings and the questionnaire of evaluation of the training process carried out with twenty teachers who work in a State Center of Basic Education in the city of Almirante Tamandaré - PR. Based on the analyses, we noticed that the moment experienced by the pandemic of COVID-19, showed that teachers have experienced significant challenges such as the lack of specific training in didactic strategies that use technologies, the difficult access to the internet by teachers and students and the lack of appropriate technological equipment in their pedagogical practices, highlighting the lack of interaction experienced in the pandemic, distancing teachers from teachers and teachers from students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo pretende, a partir de un estudio de caso, describir los procesos que configuran un programa de formación continua para profesores de Educación de Personas Jóvenes y Adultas en el momento de la pandemia de COVID-19 con vistas al desarrollo de procesos innovadores capaces de producir cambios a través de la interacción, la creatividad y el aprendizaje. El estudio de caso se desarrolla dentro de los límites de la investigación cualitativa con enfoque descriptivo y contó con los datos generados a partir del cuestionario, la charla de los encuentros, las aplicaciones utilizadas en los encuentros y el cuestionario de evaluación del proceso de formación realizado con veinte profesores que trabajan en un Centro Estatal de Educación Básica en la ciudad de Almirante Tamandaré - PR. Con base en los análisis, nos dimos cuenta de que el momento vivido por la pandemia de COVID-19, mostró que los profesores han experimentado desafíos significativos como la falta de formación específica en estrategias de enseñanza que utilizan las tecnologías, el difícil acceso a Internet por parte de los profesores y estudiantes y la falta de equipos tecnológicos adecuados en sus prácticas de enseñanza, destacando la falta de interacción experimentada en la pandemia, distanciando a los profesores de los maestros y a los maestros de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Criatividade]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias]]></kwd>
<kwd lng="en"><![CDATA[Creativity]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Interaction]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Technologies]]></kwd>
<kwd lng="es"><![CDATA[Aprendiendo]]></kwd>
<kwd lng="es"><![CDATA[Creatividad]]></kwd>
<kwd lng="es"><![CDATA[Educación continua]]></kwd>
<kwd lng="es"><![CDATA[Interacción]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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