This article is an essay that aims to problematize and discuss the challenges of providing formation for professors to be authors and formative teachers in a context of Distance Education, based on experiences and accumulated reflections of the authors in teaching and management activities in the Center of Distance Education at the Universidade Federal de Uberlândia - CEaD/UFU. The essay is organized around two basic questions: Is it necessary to provide a formation on distance education to professors that deal with a non distance education environment? What formative practices can contribute to the teachers' appropriation of fundamental details to a well succeeded professional development in a Distance Education context? The study is a result of a reflexive systematization, dialoging with experiences and researches in the teacher training context, taking into account the challenges and particular aspects of distance education teaching. Analyzing the production of the participating professors who attended the Authors-Professors Training Course to perform in Distance Education, offered by CEaD/UFU in 2013, and the interaction between them and the training tutors, elements that make possible to identify the basic and guiding conceptions of teaching performance of the educators and their resignifications, appropriations, and/or constructions of knowledge originated from the experience and requirements of Distance Education will be presented.
teaching; distance education; professors' formation.
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