<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992017000300014</article-id>
<article-id pub-id-type="doi">10.14244/198271991772</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percursos formativos de apropriação e uso pedagógico das tecnologias digitais de rede potencializados em arquiteturas pedagógicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Developmental pathways of appropriation and educational use of digital network technologies enhanced in pedagogical architectures]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Albina Pereira de Pinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Crubelati]]></surname>
<given-names><![CDATA[Ariele Mazoti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falcão]]></surname>
<given-names><![CDATA[Jairo Luiz Fleck]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Rosalia de Aguiar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Mato Grosso, UNEMAT  ]]></institution>
<addr-line><![CDATA[Juara MT]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado de Mato Grosso, UNEMAT  ]]></institution>
<addr-line><![CDATA[Juara MT]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado de Mato Grosso, UNEMAT  ]]></institution>
<addr-line><![CDATA[Juara MT]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Estado de Mato Grosso, UNEMAT  ]]></institution>
<addr-line><![CDATA[Juara MT]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>11</volume>
<numero>3</numero>
<fpage>900</fpage>
<lpage>918</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992017000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992017000300014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992017000300014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto consiste em analisar os percursos formativos de apropria&#231;&#227;o e uso pedag&#243;gico das tecnologias digitais de rede pelos profissionais da Educa&#231;&#227;o B&#225;sica via Arquiteturas Pedag&#243;gicas. Para tanto, realizou-se, quinzenalmente, a&#231;&#245;es de forma&#231;&#227;o presencial e &#224; dist&#226;ncia em uma escola da rede p&#250;blica de ensino situada na cidade de Juara-MT, Brasil. Os fundamentos te&#243;ricos, conceituais e metodol&#243;gicos que sustentam as a&#231;&#245;es e processos formativos s&#227;o a pesquisa-a&#231;&#227;o ao lado dos pressupostos da pesquisa-forma&#231;&#227;o. Para a composi&#231;&#227;o do corpus de an&#225;lise, utilizaram-se dados coletados por meio de question&#225;rios e excertos de narrativas escritas em memoriais reflexivos. As informa&#231;&#245;es produzidas pela pesquisa apontam que a aprendizagem do profissional da educa&#231;&#227;o &#233; motivada pela necessidade que sente com refer&#234;ncia a atua&#231;&#227;o e desenvolvimento profissional. A pesquisa demonstra que os participantes, no in&#237;cio do projeto, apresentavam pouca familiaridade com as tecnologias digitais de rede, mas compreenderam a necessidade de incluir seus estudantes na cultura digital, com a prerrogativa de potencializar suas capacidades de comunica&#231;&#227;o, argumenta&#231;&#227;o e (re) constru&#231;&#227;o de conhecimentos. Os desafios vivenciados no &#226;mbito da pesquisa sinalizam para a import&#226;ncia de se pensar a&#231;&#245;es de pesquisas colaborativas voltadas para instituir pr&#225;ticas e processos interativos de cria&#231;&#227;o e autoria em ambientes formativos h&#237;bridos com suporte das tecnologias digitais de rede.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract This paper consists of analysing the Developmental pathways of educational appropriation and use of digital network technologies by professionals of Basic Education via Pedagogical Architectures. In order to do so, every fortnight a face-to-face teacher training programme at a public school in the city of Juara-MT, Brazil was conducted. The theoretical, conceptual and methodological background that supported the developmental endeavours and processes were action research in tandem with the research-training postulations. For the composition of the corpus to be analysed, data collected through questionnaires and excerpts from narratives written in reflexive memorials were used. The information produced by the research indicates that the learning of the apprentice is motivated by the need that s/he feels with reference to his/her professional development and performance. It was demonstrated that participants had little acquaintance with digital network technologies at the initial phase of the project. However, they managed to grasp the need to include their students in the digital culture aiming at enhancing their communication, argumentation and knowledge reorientation. The challenges faced point out to the importance of conceiving collaborative research actions aimed at establishing interactive practices and processes of creation and authorship in hybrid training environments supported by digital network technologies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Arquiteturas pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Cibercultura]]></kwd>
<kwd lng="pt"><![CDATA[Facebook.]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical architectures]]></kwd>
<kwd lng="en"><![CDATA[Cyberculture]]></kwd>
<kwd lng="en"><![CDATA[Facebook.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[<strong>Arquiteturas pedag&#243;gicas na forma&#231;&#227;o continuada de professores</strong>: percursos formativos de imers&#227;o na cultura digital]]></source>
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