<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2015000300075</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v22n3p35-85</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REFLEX&#213;ES SOBRE O &#8220;SER PROFESSOR&#8221; NA EAD: ESTAMOS DIANTE DE UMA DESCARACTERIZA&#199;&#195;O DO TRABALHO DOCENTE?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RIPA]]></surname>
<given-names><![CDATA[ROSELAINE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>75</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2015000300075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2015000300075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2015000300075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste trabalho &#233; apresentar apontamentos para discutir a constitui&#231;&#227;o do &#8220;ser professor&#8221; na Educa&#231;&#227;o a Dist&#226;ncia, a partir do referencial da Teoria Cr&#237;tica da Sociedade. A EaD &#233; a modalidade de ensino que mais cresceu no Brasil nos &#250;ltimos anos, e tem sido utilizada pelas pol&#237;ticas p&#250;blicas para promover a amplia&#231;&#227;o e interioriza&#231;&#227;o da oferta do ensino superior. Nessa modalidade, os professores s&#227;o convocados a adquirir diferentes &#8220;compet&#234;ncias&#8221; &#8211; cognitivas, t&#233;cnicas, comunicacionais e pedag&#243;gicas &#8211; para desempenhar as m&#250;ltiplas fun&#231;&#245;es que lhes s&#227;o atribu&#237;das. Para discutir essas quest&#245;es, por meio de uma pesquisa de cunho bibliogr&#225;fico, estruturamos este trabalho em tr&#234;s partes. Na primeira parte, partindo das defini&#231;&#245;es legais acerca da EAD, realizamos um levantamento dos estudos que nos aproximam das pesquisas sobre essa modalidade de ensino. Na segunda parte, mostramos discuss&#245;es de pesquisadores brasileiros sobre o trabalho docente na EaD para destacar as caracter&#237;sticas identificadas como necess&#225;rias para os professores que atuam nessa modalidade educacional. Na terceira parte, procuramos problematizar a doc&#234;ncia na EaD por meio das contribui&#231;&#245;es dos estudos da Teoria Cr&#237;tica da Sociedade. Com este trabalho, portanto, espera-se contribuir para uma discuss&#227;o que se faz necess&#225;ria sobre a constitui&#231;&#227;o da identidade docente na EaD.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this paper is to present notes to discuss the constitution of &#8220;being a teacher&#8221; in Distance Education from the reference of Critical Theory of Society. The Distance Education is a teaching method that increased the most in Brazil in the recent years and has been used by public policies to promote the expansion and internalization of Higher Education offer. In this modality, teachers are called upon to acquire different &#8220;skills&#8221; &#8211; cognitive, technical, communicational and pedagogical &#8211; to perform multiple functions assigned to them. To discuss these matters, through a bibliographic research, we have structured this work in three parts. In the first part, based on the legal definitions of the Distance Education, we conducted a survey of studies that brings us closer to the research on this teaching method. In the second part, we present Brazilians&#8217; researchers discussions on the teaching job in Distance Education to highlight the identified characteristics as necessary for the teachers who work in this educational modality. In the third part, we tried to question the teaching in Distance Education through the contributions of the Critical Theory of Society studies. With this work, therefore, it is expected to contribute to a discussion that is needed on the constitution of the teacher identity in Distance Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este trabajo es presentar apuntes para discutir la constituici&#243;n de &#8220;ser un professor&#8221; en la Educaci&#243;n a Distancia desde el referencial de la Teor&#237;a Cr&#237;tica de la Sociedad. La Educaci&#243;n a Distancia es la modalidade de ense&#241;anza que m&#225;s creci&#243; en Brasil en los &#250;ltimos a&#241;os, y ha sido utilizada por las pol&#237;ticas p&#250;blicas para promover la expansi&#243;n y la interiorizaci&#243;n de la oferta de la ense&#241;anza superior. En esa modalidad, los profesores ser&#225;n convocados a adquirir diferentes &#8220;compet&#234;ncias&#8221; &#8211; cognitivas, t&#233;cnicas, comunicacionales y pedag&#243;gicas &#8211; para desempe&#241;ar m&#250;ltiples funciones que se le hayan asignado. Para debatir esas cuestiones, a trav&#233;s de una investigaci&#243;n de car&#225;cter bibliogr&#225;fico, hemos estructurado este trabajo en tres partes. En la primera parte, partiendo de las definiciones legales sobre la Educaci&#243;n a Distancia, se realiz&#243; un levantamiento de los estudios que nos acercan de las investigaci&#243;nes sobre esa modalidad de ense&#241;anza. En la segunda parte, se presentan las discusiones de los investigadores brasile&#241;os sobre el trabajo docente en la Educaci&#243;n a Distancia a fin de resaltar las caracter&#237;sticas identificadas como necesarias para los professores que act&#250;an en esta modalidad educativa. En la tercera parte, intentamos cuestionar la ense&#241;anza en la Educaci&#243;n a Distancia a trav&#233;s de las contribuiciones de los estudios de la Teor&#237;a Cr&#237;tica de la Sociedad. Con este trabajo, por lo tanto, se espera contribuir a una discusi&#243;n que es necess&#225;ria sobre la constituci&#243;n de la identidad docente en la Educaci&#243;n a Distancia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EDUCAÇÃO A DISTÂNCIA]]></kwd>
<kwd lng="pt"><![CDATA[FUNÇÕES DOCENTES]]></kwd>
<kwd lng="pt"><![CDATA[FUNDAMENTOS DA EDUCAÇÃO]]></kwd>
<kwd lng="en"><![CDATA[DISTANCE EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[TEACHERS FUNCTIONS]]></kwd>
<kwd lng="en"><![CDATA[FOUNDATIONS OF EDUCATION]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN A DISTANCIA]]></kwd>
<kwd lng="es"><![CDATA[FUNCIONES DOCENTES]]></kwd>
<kwd lng="es"><![CDATA[FUNDAMENTOS DE LA EDUCACIÓN]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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