<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722021000300169</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2021.35.1088</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Professores que formam professores e suas percepções frente ao uso das TIC nas aulas de Matemática]]></article-title>
<article-title xml:lang="es"><![CDATA[Profesores que forman profesores y sus percepciones frente al uso de las TIC en las clases de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher trainers and their perceptions on the use of ICT in mathematics classes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bueno]]></surname>
<given-names><![CDATA[Rafael-Winícius da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ballejo]]></surname>
<given-names><![CDATA[Clarissa Coragem]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gea]]></surname>
<given-names><![CDATA[María M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia Farroupilha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>35</numero>
<fpage>169</fpage>
<lpage>183</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722021000300169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722021000300169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722021000300169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo analisar como uma mostra de 27 professores universitários, do Brasil e da Espanha, formadores de futuros docentes de Matemática, percebem o uso das tecnologias de informação e comunicação (TIC) em suas aulas. Destacam-se as ideias de John Dewey e Seymour Papert, bem como a terceira versão do marco de competências docentes em matéria de TIC da UNESCO. Procurando construir uma abordagem qualitativa, propôs-se aos sujeitos um questionário cujas respostas foram analisadas mediante a Análise Textual Discursiva (ATD). Percebeu-se, então, que a maior parte dos entrevistados demonstra conhecimentos consideráveis sobre os benefícios do uso das TIC em práticas pedagógicas e se identifica com os estágios mais avançados do marco proposto pela UNESCO. Entretanto, notou-se que as TIC ainda são utilizadas, predominantemente, como ferramentas auxiliares em aulas consideradas tradicionais, devido a diversos fatores, como a falta de formação continuada e de tempo para acompanhar as constantes inovações tecnológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este articulo tiene por objetivo analizar como una muestra de 27 profesores universitarios, de Brasil y de España, formadores de futuros docentes de matemáticas, perciben el uso de las tecnologías de Información y comunicación (TIC) en sus clases. Se destacan las ideas de John Dewey y Seymour Papert, así como la tercera versión del marco de competencias docentes en materia de TIC de la UNESCO. Procurando construir un abordaje cualitativo, se propuso a los sujetos un cuestionario cuyas respuestas fueron analizadas mediante el Análisis Textual Discursivo (ATD). Así se percató, que la mayor parte de los entrevistados demuestran conocimientos considerables sobre los beneficios del uso de las TIC en prácticas pedagógicas y se identifican con las etapas más avanzadas del marco propuesto por la UNESCO. Sin embargo, se notó que las TIC aún son utilizadas, predominantemente, como herramientas auxiliares en clases consideradas tradicionales, debido a diversos factores, como la falta de formación continuada y de tiempo para acompañar las constantes innovaciones tecnológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to analyze a sample of 27 university professors from Brazil and Spain, trainers of future mathematics teachers in order to apprehend how they perceive the use of information and communication technologies (ICT) in their classes. The ideas of John Dewey and Seymour Papert are highlighted, as well as the third version of the UNESCO ICT teaching competencies framework. To build a qualitative approach, a questionnaire was proposed to the teachers, whose responses were analyzed using Discursive Textual Analysis (DTA). The results show that most of the interviewees owned considerable knowledge of the benefits of ICT use in pedagogical practices and identified with the most advanced stages of the framework proposed by UNESCO. However, it was observed that ICT are still predominantly used as auxiliary tools in classes considered traditional, due to several factors such as lack of continuous training and lack of time to keep up with constant technological innovations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tecnologias de informação e comunicação]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="pt"><![CDATA[Espanha]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de información y comunicación]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="en"><![CDATA[information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Borba]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pesquisa qualitativa em educação matemática]]></source>
<year>2004</year>
<conf-name><![CDATA[ 27ªReunião Anual da Anped, Caxambu]]></conf-name>
<conf-loc> </conf-loc>
<publisher-loc><![CDATA[Minas Gerais ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Borba]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O computador é a solução: mas qual é o problema?]]></article-title>
<source><![CDATA[Formação docente: rupturas e possibilidades]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Papirus]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castells]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[A sociedade em rede]]></source>
<year>2000</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Democracy and education]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Halzeton ]]></publisher-loc>
<publisher-name><![CDATA[The Pensylvania State University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Como pensamos: como se relaciona o pensamento reflexivo com o processo educativo]]></source>
<year>1979</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Editora Nacional]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Vida e Educação]]></source>
<year>1978</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Melhoramentos]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[J.B.]]></given-names>
</name>
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[V. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Müller]]></surname>
<given-names><![CDATA[T. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O uso das tecnologias da informação e comunicação no ensino de cálculo diferencial e integral: reflexões a partir de uma metanálise]]></article-title>
<source><![CDATA[Abakos]]></source>
<year>2018</year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>21-35</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goulart]]></surname>
<given-names><![CDATA[M. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Baccon]]></surname>
<given-names><![CDATA[A. L. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formação de professores e o uso de tecnologias no processo de ensino e aprendizagem de matemática: que elementos considerar?]]></article-title>
<source><![CDATA[Ensinar e aprender matemática: possibilidades para a prática educativa]]></source>
<year>2016</year>
<page-range>255-73</page-range><publisher-loc><![CDATA[Ponta Grossa ]]></publisher-loc>
<publisher-name><![CDATA[UEPG]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kenski]]></surname>
<given-names><![CDATA[V. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação e tecnologias: um novo ritmo da informação]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Papirus]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Llosa]]></surname>
<given-names><![CDATA[M. V.]]></given-names>
</name>
</person-group>
<source><![CDATA[A civilização do espetáculo: uma radiografia do nosso tempo e da nossa cultura]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Objetiva]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marin]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Penteado]]></surname>
<given-names><![CDATA[M. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professores que utilizam tecnologia da informação e comunicação para ensinar cálculo]]></article-title>
<source><![CDATA[Educação Matemática Pesquisa]]></source>
<year>2011</year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>527-46</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Galiazzi]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Análise textual discursiva]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Ijuí ]]></publisher-loc>
<publisher-name><![CDATA[Unijuí]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pais]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensinar e aprender matemática]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Autêntica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Papert]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[A máquina das crianças: repensando a escola na era da informática]]></source>
<year>1994</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artes Médicas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Papert]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Afterword: after how comes what?]]></article-title>
<source><![CDATA[The Cambridge Handbook of the Learning Sciences]]></source>
<year>2005</year>
<page-range>581-6</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Papert]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diversity in learning: a vision for the new millennium]]></article-title>
<source><![CDATA[]]></source>
<year>1999</year>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pimentel]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[As tecnologias de informação e comunicação (TIC) no ensino superior: a utopia da inovação pedagógica e da modernização]]></article-title>
<source><![CDATA[Revista de Educação Pública]]></source>
<year>2016</year>
<volume>25</volume>
<numero>59/2</numero>
<issue>59/2</issue>
<page-range>476-501</page-range><publisher-loc><![CDATA[Cuiabá ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tecnologias da informação e comunicação na formação de professores: que desafios?]]></article-title>
<source><![CDATA[Revista Iberoamericana de Educação]]></source>
<year>2000</year>
<numero>24</numero>
<issue>24</issue>
<page-range>63-90</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tavares]]></surname>
<given-names><![CDATA[P. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Scheller]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Modelagem matemática como método de ensino no estágio de docência]]></article-title>
<source><![CDATA[Vivências e experiências na formação inicial de matemática]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Blumenau ]]></publisher-loc>
<publisher-name><![CDATA[Editora do Instituto Federal Catarinense]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tecnologias e educação a distância no ensino superior: uso de metodologias ativas na graduação]]></article-title>
<source><![CDATA[Trabalho &amp; Educação]]></source>
<year>2019</year>
<volume>28</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>97-113</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="">
<collab>UNESCO</collab>
<source><![CDATA[Marco de competencias de los docentes en materia de TIC]]></source>
<year>2019</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
