<?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>S1982-03052020000100153</article-id>
<article-id pub-id-type="doi">10.12957/teias.2020.48631</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DESENVOLVIMENTO PROFISSIONAL DO PEDAGOGO ESCOLAR E AS TECNOLOGIAS: perspectivas a partir da especificidade funcional e formação docente na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[PROFESSIONAL DEVELOPMENT OF SCHOOL COORDINATOR AND TECHNOLOGIES: between functional specifications and in-service teacher training]]></article-title>
<article-title xml:lang="es"><![CDATA[DESARROLLO PROFESIONAL DEL COORDINADOR PEDAGOGICO Y LAS TECNOLOGÍAS: perspectivas de la especificidad funcional y formación del profesorado en la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Glaucia da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dÿck]]></surname>
<given-names><![CDATA[Michele Simonian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></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>153</fpage>
<lpage>176</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052020000100153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052020000100153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052020000100153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta duas categorias de Desenvolvimento Profissional do(a) Pedagogo(a) Escolar em relação às tecnologias. O referencial teórico centrou em discutir o papel e a atuação do (a) Pedagogo(a) Escolar e sua relação com a cibercultura na cultura escolar. Por fim, o desenvolvimento profissional a partir dos saberes docente, pedagógico e tecnológico. As categorias Especificidade Funcional e Formação Docente na Escola resultam da segunda fase de uma tese que oriunda de um projeto de pesquisa com metodologia centrada no paradigma qualitativo. Sua abordagem estudo de caso, sendo realizada em duas fases e com instrumentos de produção de dados variados. A questão apresentada neste artigo se refere à subquestão de pesquisa: o que afirmam necessitar os(as) pedagogos(as) escolares como processo formativo em relação às tecnologias? O objetivo consistiu em identificar as necessidades formativas dos(as) pedagogos(as) escolares em relação às tecnologias. Os resultados evidenciam o vislumbre de uma proposta de Desenvolvimento Profissional a partir das reais necessidades dos (as) pedagogos (as) escolares. Por fim, a proposição de um processo coletivo que considera a complexidade do saber que tem sido exigido desse profissional: o saber formativo organizador pedagógico de conteúdo tecnológico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents two categories of Professional Development of the School Coordinator in relation to technologies. The theoretical framework focused on discussing the role and performance of the school coordinator also the relationship with cyberculture in school culture. Finally, professional development based on teaching, pedagogical and technological knowledge. The categories Functional Specificity and Teacher Education at School result from the second phase of a thesis that comes from a research project with methodology centered on the qualitative paradigm. The approach was the case study performed in two phases and with varied data production instruments. The question presented in this article refers to the sub question: What the school coordinators need in a professional development about technologies? The objective was to identify the training needs of school coordinators regarding technologies. The results highlight a Professional Development proposal based on the real needs of school coordinators. Finally, the proposition of a collective process that considers the complexity of knowledge that has been required of this professional: the formative knowledge pedagogical organizer of technological content.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta dos categorías de Desarrollo Profesional del Coordinador Pedagogico en relación con las tecnologías. El marco teórico se centró en discutir el papel y el desempeño del cordinador pedagogico y su relación con la cibercultura en la cultura escolar. Finalmente, el desarrollo profesional basado en el conocimiento de enseñanza, el conocimiento pedagógico y tecnológico. Las categorías Especificidad Funcional y Formación del professorado en la escuela resultan de la segunda fase de una tesis que proviene de un proyecto de investigación con metodología centrada en el paradigma cualitativo. Su enfoque de estudio de caso, se realiza en dos fases y con diversos instrumentos de producción de datos. La pregunta presentada en este artículo se refiere a la pregunta secundaria de la investigación: ¿qué dicen que necesitan coordinadores pedagógicos como un proceso formativo en relación con las tecnologías? El objetivo era identificar las necesidades educativas de los coordinadores pedagógicos en relación con las tecnologías. Los resultados muestran la visión de una propuesta de Desarrollo Profesional basada en las necesidades reales de los coordinadores pedagógicos. Finalmente, la propuesta de un proceso colectivo que considere la complejidad del conocimiento que se ha requerido de este profesional: El conocimiento formativo organizador pedagógico del contenido tecnológico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[pedagogo escolar]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[school coordinator]]></kwd>
<kwd lng="en"><![CDATA[technologies]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[coordinador pedagógico]]></kwd>
<kwd lng="es"><![CDATA[tecnologías]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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