<?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>S2238-121X2015000300137</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v22n3p137-144</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DE PROFESSORES E TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO: LIMITES E POSSIBILIDADES]]></article-title>
<article-title xml:lang="en"><![CDATA[Formación del profesorado y tecnologías de la información y la comunicación: límites y posibilidades]]></article-title>
<article-title xml:lang="es"><![CDATA[Teacher training and information technology and communication: limits and possibilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ELIAS]]></surname>
<given-names><![CDATA[EDUARDO DE OLIVEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[ELIETE MARTINS CARDOSO DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal da Integração Latino-Americana Instituto Latino Americano de Tecnologia, Infraestrutura e Território Curso de Arquitetura e Urbanismo]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Anhanguera Curso de Pedagogia ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></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>137</fpage>
<lpage>144</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2015000300137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2015000300137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2015000300137&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente estudo consiste na an&#225;lise dos desafios relativos ao uso das Tecnologias da Informa&#231;&#227;o e Comunica&#231;&#227;o (TIC) no &#226;mbito da forma&#231;&#227;o de professores. O eixo te&#243;rico central est&#225; nas formula&#231;&#245;es de Theodor Adorno referentes a uma educa&#231;&#227;o voltada para a emancipa&#231;&#227;o, a tecnologia da informa&#231;&#227;o e comunica&#231;&#227;o, bem como os contextos ideol&#243;gicos que se pode fazer delas. Este estudo visa identificar a educa&#231;&#227;o como processo e produto contradit&#243;rios, cuja supera&#231;&#227;o est&#225; a exigir a compreens&#227;o e delimita&#231;&#227;o de novo campo epistemol&#243;gico para a educa&#231;&#227;o. Nesta pesquisa explorat&#243;ria, inicialmente, buscou-se identificar o impacto das tecnologias da informa&#231;&#227;o e comunica&#231;&#227;o na forma&#231;&#227;o de professores e a partir dessa trajet&#243;ria, analisar os limites e as possibilidades da media&#231;&#227;o tecnol&#243;gica, correlacionando-a com o que se espera dos professores das novas gera&#231;&#245;es e o desafio de uma educa&#231;&#227;o emancipat&#243;ria. A hip&#243;tese aqui defendida inclui uma revis&#227;o das tecnologias em apre&#231;o, capaz de ultrapassar o estatuto de uma mercadoria fetiche, em fun&#231;&#227;o de uma retomada cr&#237;tica da no&#231;&#227;o de educa&#231;&#227;o como processo de emancipa&#231;&#227;o. Na sociedade contempor&#226;nea as tecnologias da informa&#231;&#227;o e comunica&#231;&#227;o contaminadas por seus ve&#237;culos operados unilateralmente, suscitam tanto a possibilidade de compartilhamento de conhecimento quanto podem, e frequentemente o fazem, reproduzindo uma forma&#231;&#227;o calcada na semiforma&#231;&#227;o. As redes sociais apresentam exemplos de qu&#227;o imprescind&#237;vel se faz a an&#225;lise cr&#237;tica dos repert&#243;rios dispon&#237;veis, assim como os limites &#233;ticos a serem obedecidos nos usos dessas tecnologias. Esclarecer e emancipar significam no presente estudo, reconhecer a raz&#227;o instrumental e as tentativas de seu mascaramento ideol&#243;gico, que busca obscurecer e usurpar o lugar epistemol&#243;gico da raz&#227;o cr&#237;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study consists of an analysis of challenges related to the use of Information and Communication Technology (ICT) within the framework of teacher training. Adopting some formulas of Theodor Adorno as the central theoretical axis of an education geared towards emancipation, this exploratory study considers information and communication technology as fetish commodities, in ideological contexts and aims to show that education has a contradictory process and product, leading to the emergence of the challenge of understanding and delimiting a new epistemological field for education. This study initially sought to identify the impact of information and communication technologies on teacher training, and on this basis to analyze the limits and possibilities of technological mediation and correlate them with what is expected from the next generation of teachers in light of the challenge of an emancipating education. The hypothesis defended here is accompanied by a review of the technologies in question, which are capable of exceeding the state of a fetish commodity given a critical resumption of the concept of education as a process of emancipation. In contemporary society, information and communication technologies, tainted by their carriers, operate unilaterally, raise both the possibility (and the reality) of sharing knowledge via their unprecedented affordances, and the matter of the reproduction of a training based on a semiformation. Online social networks provide examples of how indispensable the critical analysis of available repertoires is, as well as the ethical boundaries to be obeyed in the use of these technologies. To enlighten and emancipate means, in this study, to recognize instrumental reasoning and attempts at ideological masking, which seek to obscure and usurp the epistemological roots of critical reason.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio consiste en el an&#225;lisis de los retos relacionados al uso de las Tecnolog&#237;as de la Informaci&#243;n y la Comunicaci&#243;n (TIC) en el &#225;mbito de la formaci&#243;n de professores. Siendo el eje te&#243;rico central, las teorias de Theodor Adorno referidas a una educaci&#243;n para la emancipaci&#243;n, la tecnologia de informaci&#243;n y comunicaci&#243;n, y los contextos ideol&#243;gicos que pueden derivarse de ellas, este estudio tiene como objetivo identificar la educaci&#243;n como proceso y producto contradictorios, cuya superaci&#243;n es exigir la comprensi&#243;n y delimitaci&#243;n del nuevo campo epistemol&#243;gico para la educaci&#243;n. En este estudio exploratorio, inicialmente se busc&#243; identificar el impacto de las tecnolog&#237;as de la informaci&#243;n y comunicaci&#243;n en la formaci&#243;n docente y, a partir de ese camino, analizar los l&#237;mites y posibilidades de la mediaci&#243;n tecnol&#243;gica correlacion&#225;ndola con lo que se espera de los profesores de las nuevas generaciones y el reto de una educaci&#243;n emancipadora. La hip&#243;tesis aqu&#237; propuesta incluye una revisi&#243;n de las tecnolog&#237;as en cuesti&#243;n, capaces de superar el estado de una mercanc&#237;a fetiche, de acuerdo con la reanudaci&#243;n del concepto de la educaci&#243;n cr&#237;tica como proceso de emancipaci&#243;n. En la sociedade contempor&#226;nea, las tecnolog&#237;as de informaci&#243;n y comunicaci&#243;n, contaminados por sus veh&#237;culos, operados unilateralmente, sucitan tanto la posibilidad de compartir el conocimiento como pueden, y a menudo lo hacen, produzir una formaci&#243;n basada en la semiformation. Las redes sociales ofrecen ejemplos de lo esencial que es el an&#225;lisis cr&#237;tico del repertorio disponible, as&#237; como los l&#237;mites &#233;ticos a seguir en el uso de estas tecnolog&#237;as. Aclarar y emanciparar significan, en este est&#250;dio, reconocer la raz&#243;n instrumental y los intentos de enmascaramiento ideol&#243;gico, que trata de ocultar y usurpar las ra&#237;ces epistemol&#243;gicas de la raz&#243;n cr&#237;tica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EDUCAÇÃO E EMANCIPAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[EPISTEMOLOGIA DA EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION AND EMANCIPATION]]></kwd>
<kwd lng="en"><![CDATA[EPISTEMOLOGY OF EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[TEACHER TRAINING]]></kwd>
<kwd lng="en"><![CDATA[INFORMATION AND COMMUNICATION TECHNOLOGIES]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN Y EMANCIPACIÓN]]></kwd>
<kwd lng="es"><![CDATA[EPISTEMOLOGÍA DE LA EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DE PROFESORES]]></kwd>
<kwd lng="es"><![CDATA[TECNOLOGÍAS DE LA INFORMACIÓN Y DE LA COMUNICACIÓN]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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