نبذة مختصرة : Este artigo analisa os limites e possibilidades das Tecnologias Digitais de Informa??o e Comunica??o (TDICs) para a forma??o continuada de professores na modalidade a dist?ncia. Os dados utilizados adv?m de uma pesquisa realizada com 26 sujeitos que compuseram a equipe de forma??o do Programa Escola de Gestores (PNEG) na Universidade Federal de Ouro Preto (UFOP) no per?odo de 2013 a 2015. As entrevistas foram codificadas atrav?s da utiliza??o do software NVivo?. Os dados analisados revelam que tais experi?ncias promovem um ambiente virtual colaborativo de aprendizagem e reflex?o a partir das viv?ncias que os formadores trazem consigo. As dificuldades e os desafios enfrentados pelos formadores relacionam-se ao trabalho virtual, ? distribui??o do tempo e a flu?ncia digital. Em rela??o ?s TDICs, a media??o que se d? atrav?s dessas tecnologias tem repercutido positivamente em suas pr?ticas pedag?gicas, em fun??o do interc?mbio de saberes e experi?ncias entre a educa??o presencial e a EaD. ; This article analyzes the limits and possibilities of Digital Information and Communication Technologies (TDICs) for the continuous training of teachers in distance education. The data collected derived from a research carried out with 26 subjects that composed the team of the Programa Escola de Gestores (PNEG) at the Federal University of Ouro Preto (UFOP) from 2013 to 2015. The interviews were coded using the software NVivo?. The data analyzed reveal that such experiences promote a collaborative virtual environment of learning and reflection based on the experiences that the trainers bring with them. The difficulties and challenges faced by the trainers are related to virtual work, the distribution of time and digital fluency. In relation to the TDICs, mediation through these technologies has had a positive impact on their pedagogical practices due to the exchange of knowledges and experiences between traditional and distance education.
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