<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052020000100048</article-id>
<article-id pub-id-type="doi">10.12957/teias.2020.48625</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DOCENTE PARA A PRODUÇÃO DE MATERIAL PARA A EDUCAÇÃO DIGITAL]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER EDUCATION FOR PRODUCTION OF DIGITAL EDUCATION MATERIAL]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN DOCENTE PARA LA PRODUCCIÓN DE MATERIAL PARA LA EDUCACIÓN DIGITAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Katia Ethiénne Esteves dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kowalski]]></surname>
<given-names><![CDATA[Raquel Pasternak Glitz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trindade]]></surname>
<given-names><![CDATA[Sueli Perazzoli]]></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[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,PUC-PR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>21</volume>
<numero>60</numero>
<fpage>48</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052020000100048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052020000100048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052020000100048&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa tem como objetivo refletir sobre a formação de docentes envolvidos com a produção de materiais para a educação digital, que envolve, tanto a educação em todo tempo e lugar em contextos não formais, como a Educação a Distância e a Educação Híbrida. Nesta reflexão o foco é para a educação híbrida/semipresencial que se entende ter um papel relevante na inserção de tecnologias e na mudança de paradigmas na graduação e pós-graduação, impulsionando a formação de professores para que atuem de forma mais efetiva inserindo as tecnologias em seu cotidiano educacional, torna-se relevante. Este estudo de caráter qualitativo contou com um questionário estruturado que investigou professores autores e desenvolvedores na produção de material didático para educação híbrida. Os pontos abordados na investigação foram a formação docente, o planejamento das disciplinas híbridas, as metodologias ativas com o uso das tecnologias e autorreflexão sobre os conhecimentos docentes para essa modalidade. Percebe-se que a formação continuada é cada vez mais relevante quando o contexto inclui a educação híbrida por seu caráter inovador e transformador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aims to reflect on the education of teachers involved in the production of materials for digital education, which involves both education at all times and in non-formal contexts, such as Distance Education and Hybrid Education. In this reflection the focus is on hybrid / semi-presential education, which is considered to have a relevant role in the insertion of technologies and in the change of paradigms in undergraduate and postgraduate programs, promoting the formation of teachers to act more effectively by inserting technologies in your educational daily life. This qualitative study had a structured questionnaire that investigated teachers who are authors and developers in the production of didactic material for hybrid education. The points addressed in the investigation were teaching education, the planning of hybrid subjects, the active methodologies with the use of technologies and self-reflection on teaching knowledge for this modality. Continuing education is becoming increasingly relevant when the context includes hybrid education for its innovative and transformative character.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación tiene como objetivo reflexionar sobre la formación de los docentes involucrados en la producción de materiales para la educación digital, que implica la educación en todo momento y en contextos no formales, así como la Educación y la Educación Híbrida. En esta reflexión, la atención se centra en la educación híbrida / semipresencial, que se considera que tiene un papel relevante en la inserción de tecnologías y en el cambio de paradigmas en los estudios de pregrado y posgrado, fomentando la formación de docentes para que actúen de manera más efectiva mediante la inserción de tecnologías en su vida educativa diaria, se vuelve relevante. Este estudio de carácter cualitativo ha sido elaborado con un cuestionario estructurado que investigó profesores autores y desarrolladores en la producción de material didáctico para la educación híbrida. Los puntos abordados en la investigación fueron la formación del profesorado, la planificación de asignaturas híbridas, las metodologías activas con el uso de tecnologías y la autorreflexión sobre los conocimientos docentes para esta modalidad. Se nota que la educación continua es cada vez más relevante cuando el contexto incluye la educación híbrida por su carácter innovador y transformador.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação digital]]></kwd>
<kwd lng="pt"><![CDATA[educação híbrida]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="en"><![CDATA[hybrid education]]></kwd>
<kwd lng="en"><![CDATA[digital education]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="es"><![CDATA[educación híbrida]]></kwd>
<kwd lng="es"><![CDATA[educación digital]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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