<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122024000100103</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v29.e024008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saberes e posições que configuram à docência: formação dos professores no ensino remoto]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge and positions that configure teaching: teacher training at the remote education]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimientos y posiciones que configuran la enseñanza: formación de los profesores en enseñanza a distancia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goulart]]></surname>
<given-names><![CDATA[Ilsa do Carmo Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tavares]]></surname>
<given-names><![CDATA[Josiele Vita da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Lavras Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Nelle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122024000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Durante o contexto pandêmico, com a implementação do ensino remoto emergencial houve rompimentos de paradigmas em relação ao uso das tecnologias digitais, de modo a evidenciar que a formação de professores corresponde a um processo constituído de saberes, conhecimentos e habilidades que permeia a prática docente. Diante disso, este artigo tem como objetivo refletir sobre a percepção dos professores sobre o aprendizado docente para uso das tecnologias digitais, considerando as práticas pedagógicas de leitura literária. Para isso, assume-se como proposta metodológica uma pesquisa exploratória, de abordagem qualitativa, a partir da realização de entrevistas semiestruturadas, com professoras do Ensino Fundamental, Anos Iniciais. Abarcam-se os saberes docentes de Tardif (2014), em articulação ao conceito de posições da formação profissional de Nóvoa (2017). Os resultados indicam que as tecnologias digitais oportunizaram no ensino remoto a continuação de práticas de ensino, demonstrando ações de um saber-fazer construído na prática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The use of digital technologies underwent paradigm shifts with the implementation of emergency remote education during the pandemic, demonstrating that teacher training is a process consisting of knowledge and skills that permeate teaching. Therefore, this article aims to reflect on teachers&#8217; perception of teaching-learning concerning the use of digital technologies, considering the pedagogical of literary reading practices. Thus, exploratory research with a qualitative approach is assumed as a methodological proposal based on semi-structured interviews with elementary school teachers in the early years. We covered the teaching knowledge of Tardif (2014), in articulation with the concept of professional training positions of Nóvoa (2017). The results indicate that digital technologies created opportunities in remote education and the continuation of teaching practices, demonstrating know-how actions built in practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Durante el contexto de la pandemia, con la puesta en marcha de la enseñanza a distancia de emergencia hubo una ruptura del modelo en relación al uso de las tecnologías digitales, de manera que mostraba que la formación de profesores se corresponde a un proceso constituido de conocimientos y habilidades que impregnan la práctica docente. Ante esta situación, este artículo tiene como objetivo reflexionar sobre la percepción de los profesores sobre el aprendizaje docente para el uso de las tecnologías digitales, considerando, tanto las prácticas pedagógicas de lectura literaria. Para esto, se asume como propuesta metodológica una investigación exploratoria, con un enfoque cualitativo, a partir de la realización de entrevistas semiestructuradas, con profesoras de la educación primaria. Adoptándose los conocimientos docentes de Tardif (2014), en conjunto con el concepto de posiciones de la formación profesional de Nóvoa (2017). Los resultados indican que las tecnologías digitales serán aprovechadas, tanto en la educación a distancia, en la continuación de prácticas de enseñanza, demostrando acciones de un saber cómo hacer, construido en la práctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Ensino remoto]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[Teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[Remote learning]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Conocimientos docentes]]></kwd>
<kwd lng="es"><![CDATA[Enseñar remotamente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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