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Previous issue date: 2015-03-05 === This paper on Educational Development, Policies and Practices has been done in support of the Master?s Degree of the Graduate Program in Education (PPGEDU), of the Pontifical Catholic University of Rio Grande do Sul (PUCRS). This research was intended to investigate the competences related to the educational use of digital technologies used by teachers teaching semi-distance courses, and who are considered to be competent users of such technologies, in view of PUCRS? standards, in the students? opinion. In other words, we are basically looking at teachers who have created or adapted digital resources in an educational way, thus assisting students? learning process as a result. Collective work, exchange of experiences and collective knowledge building were the theoretical foundations of this investigation, which has looked at work from scholars such as: Allessandrini; Behar Coll; Gabriel; L?vy; Lib?neo; Monereo; Moram; N?voa; Perrenoud; Prensky and Sacrist?n. This paper took both qualitative-exploratory and conclusive-quantitative approaches, (MALHOTRA, 2006), by means of a case study (YIN, 2010). Both professors teaching semi-distance undergraduate courses at PUCRS, and their students, were selected as the target audience. The following tools were used for data collection: semi-structured interviews (qualitative) and a structured questionnaire (quantitative). The Discourse Analysis Method, (MORAES; GALIAZZI, 2011) as well as descriptive and multivariate statistics, were used for analysis and interpretation of data (MALHOTRA, 2006). Results have shown that the digital technology competences, used by professors teaching semi-distance courses at PUCRS were as follows: Digital Fluency, Teaching/Planning Practice and Mediation. These three major competences that have been spotted will enable institutions, along with their managers, to think about how to develop such competences strategically with their professors, by relying on the materials used and the hypothesis model presented herein. Ultimately, this investigation is expected to contribute for new discussions underlying teacher training on the educational use of technological resources, teacher innovation and strategies for competence development. === Esta disserta??o foi desenvolvida na Linha de Pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, no Curso Stricto Sensu de Mestrado, do Programa de P?s-Gradua??o em Educa??o (PPGEDU) da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). A pesquisa buscou investigar quais compet?ncias relacionadas ao uso pedag?gico de tecnologias digitais possui o professor que ministra disciplinas semipresenciais e que desenvolve boas pr?ticas na perspectiva dos alunos, no contexto da PUCRS. Ou seja, professores que criaram ou adaptaram de forma did?tica recursos associados ?s Tecnologias Digitais (TDs) resultando em situa??es de apoio ? aprendizagem dos alunos. A base te?rica utilizada neste estudo est? ancorada no trabalho coletivo, no compartilhamento de experi?ncias, na constru??o do conhecimento em rede e os autrores utilizados foram: Allessandrini; Behar Coll; Gabriel; L?vy; Lib?neo; Monereo; Moram; N?voa; Perrenoud; Prensky e Sacrist?n. A investiga??o foi pautada em uma abordagem de cunho qualitativo explorat?rio e quantitativo conclusivo (MALHOTRA, 2006), por meio de um estudo caso (YIN, 2010). Quanto ? delimita??o do p?blico, foram considerados os docentes, indicados pela PROACAD, que ministram disciplinas semipresenciais nos cursos de gradua??o da PUCRS e os alunos desses professores. Os instrumentos de coleta de dados utilizados na pesquisa foram: entrevistas semiestruturadas (qualitativa) e question?rio estruturado (quantitativo). Para an?lise e interpreta??o dos dados, utilizou-se a t?cnica de An?lise Textual Discursiva (MORAES; GALIAZZI, 2011) e estat?sticas descritivas e multivariadas (MALHOTRA, 2006). Os resultados apontaram que as compet?ncias relacionadas ao uso pedag?gico de TDs, que os professores que ministram disciplinas semipresenciais, no contexto PUCRS, desenvolveram foram: Flu?ncia Digital, Pr?tica Pedag?gica/Planejamento e Media??o Pedag?gica. S?o tr?s grandes compet?ncias identificadas que permitem que as institui??es, com seus gestores, possam pensar estrategicamente em como desenvolv?-las com seus docentes, a partir do instrumento utilizado e do modelo de hip?teses apresentado neste estudo. Por fim, espera-se que esta pesquisa possa contribuir para novas reflex?es que norteiam a forma??o docente em rela??o ao uso pedag?gico de recursos tecnol?gicos, inova??o did?tica e estrat?gias de desenvolvimento de compet?ncias.
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