<?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>S1981-416x2024000301152</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.082.ao08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação a distância e identidade profissional docente: tendências e possibilidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Distance education and professional teacher identity: trends and possibilities]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación a distancia y identidad profesional docente: tendencias y posibilidades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Hebert Rogério do Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Antonia Dalva França]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcoforado]]></surname>
<given-names><![CDATA[Joaquim Luis Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina PI]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina PI]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Coimbra  ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>82</numero>
<fpage>1152</fpage>
<lpage>1171</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000301152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000301152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000301152&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No Brasil, a Educação a Distância, ao longo do tempo, atravessou a era dos Correios, passando pelo rádio e pela televisão, vivendo, hoje, o tempo da internet e provocando, com isso, transformações no campo social, cultural e educacional que afetam diretamente a identidade profissional em todas as áreas. Nesse contexto o presente estudo infere acerca da relação existente entre a Educação a Distância (EaD) e a Identidade Profissional Docente, elencando como problemática de pesquisa o seguinte questionamento: quais as implicações educacionais e pedagógicas incididas sobre a identidade profissional docente, oriundas dos incrementos pedagógicos e docentes da Educação a Distância? O objetivo é, portanto, analisar a relação existente entre o surgimento e a consolidação da EaD no Brasil, seus avanços pedagógicos e a influência da virtualidade na formação de professores. A pesquisa se configura como sendo exploratória, de abordagem qualitativa. Os resultados revelam que a EaD se configura como uma modalidade de ensino que demanda práticas educativas, pedagógicas e docentes alinhadas às necessidades provenientes da virtualidade. Evidenciam, ainda, que ela oferece novas oportunidades de desenvolvimento profissional, por fomentar a exploração de novas abordagens tecnológicas e pedagógicas, impactando na reelaboração da identidade docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Brazil, Distance Education, over time, went through the era of the Post Office, passing through the radio and television, living, today, the time of the internet and provoking, with this, transformations in the social, cultural and educational field that affect professional identity directly in all areas. In this context, the present study infers about the relationship between Distance Education (EaD) and the Teaching Professional Identity, listing the following question as a research problem: what are the educational and pedagogical implications focused on the teaching professional identity, arising from the pedagogical increments and teachers of Distance Education? The objective is, therefore, to analyze the relationship between the emergence and consolidation of DE in Brazil, its pedagogical advances and the influence of virtuality in teacher training. The research is configured as being exploratory, with a qualitative approach. The results reveal that EaD is configured as a teaching modality that demands educational, pedagogical and teaching practices aligned with the needs arising from virtuality. They also show that it offers new opportunities for professional development, by encouraging the exploration of new technological and pedagogical approaches, impacting on the re-elaboration of the teaching identity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En Brasil, la Educación a Distancia, con el tiempo, pasó por la era del Correo, pasando por la radio y la televisión, viviendo, hoy, la época de internet y provocando, con eso, transformaciones en el campo social, cultural y educativo que afectan directamente a la identidad profesional en todos los ámbitos. En este contexto, el presente estudio infiere sobre la relación entre la Educación a Distancia (EaD) y la Identidad Profesional Docente, apuntando como problema de investigación la siguiente interrogante: ¿cuáles son las implicaciones educativas y pedagógicas enfocadas a la identidad profesional docente, derivadas de la incrementos y profesores de Educación a Distancia? El objetivo es, por lo tanto, analizar la relación existente entre el surgimiento y la consolidación de la ED en Brasil, sus avances pedagógicos y la influencia de la virtualidad en la formación de profesores. La investigación se configura como exploratoria, con enfoque cualitativo. Los resultados revelan que la EaD se configura como una modalidad de enseñanza que demanda prácticas educativas, pedagógicas y didácticas alineadas con las necesidades derivadas de la virtualidad. También muestran que ofrece nuevas oportunidades de desarrollo profesional, al incentivar la exploración de nuevos enfoques tecnológicos y pedagógicos, incidiendo en la reelaboración de la identidad docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Identidade Profissional Docente]]></kwd>
<kwd lng="pt"><![CDATA[Virtualidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância.]]></kwd>
<kwd lng="en"><![CDATA[Teaching Professional Identity]]></kwd>
<kwd lng="en"><![CDATA[Virtuality]]></kwd>
<kwd lng="en"><![CDATA[Distance Education.]]></kwd>
<kwd lng="es"><![CDATA[Identidad Profesional Docente]]></kwd>
<kwd lng="es"><![CDATA[virtualidad]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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