<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302020000100369</article-id>
<article-id pub-id-type="doi">10.14393/er-v27n1a2020-16</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A utilização de tecnologias digitais no Curso de Licenciatura em Matemática PARFOR/EaD da Universidade Federal de Uberlândia]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of digital technologies in the undergraduate course in Mathematics PARFOR/Distance Education at the Federal University of Uberlândia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Elivelton Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marco]]></surname>
<given-names><![CDATA[Fabiana Fiorezi de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="Aa"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="A3a">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</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>27</volume>
<numero>1</numero>
<fpage>369</fpage>
<lpage>395</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302020000100369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302020000100369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302020000100369&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa empreendeu esforços no estudo das Tecnologias Digitais (TDs) na formação de futuros professores de Matemática na modalidade a distância, e foi conduzida pela seguinte questão: como as Tecnologias Digitais são metodologicamente abordadas pelos professores no Curso de Licenciatura em Matemática, na modalidade a distância, da Universidade Federal de Uberlândia? Buscando resposta a esse questionamento, foram propostos os objetivos: analisar como professores organizaram o ensino das suas disciplinas abordando as TDs, e analisar como os licenciandos e tutores avaliaram essa abordagem. Como metodologia, a partir da abordagem da pesquisa qualitativa, realizou-se entrevistas com professores e propôs-se questionários aos licenciandos e tutores. Os resultados evidenciaram a importância da proposição de situações formativas que não apenas apresentem as TDs aos licenciandos, mas, também, que permita-os construir conhecimentos sobre sua integração, enquanto ferramentas de ensino, na sala de aula de Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research focused its efforts on the study of Digital Technologies (DTs) in the education of future Mathematics teachers by distance modality, and it was guided by the following question: how are Digital Technologies methodologically approached by professors of undergraduate studies in Mathematics by distance modality at the Federal University of Uberlândia? Seeking an answer, the following goals were proposed: to analyze how professors organized the teaching of their subjects addressing DTs, and to examine how undergraduate students and tutors evaluate that approach. By adopting the qualitative research approach as methodology, interviews with professors were carried out, and questionnaires were applied to the undergraduate students and tutors. The results demonstrate the importance of proposition of formative processes which not only introduce DTs to the undergraduate students, but also enable them to build knowledge about their integration as teaching tools in the Mathematics classroom.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Digitais]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores de Matemática]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Digital Technologies]]></kwd>
<kwd lng="en"><![CDATA[Pre-Service Mathematics Teacher Education]]></kwd>
</kwd-group>
</article-meta>
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