<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362024000200304</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362024003204315</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[How did women and men react to remote Education during the pandemic? The cases of Portugal and Russia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Como homens e mulheres reagiram à educação remota durante a pandemia? Os casos de Portugal e Rússia]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Cómo reaccionaron hombres y mujeres a la Educación remota durante la pandemia? Los casos de Portugal y Rusia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veraksa]]></surname>
<given-names><![CDATA[Aleksander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sá]]></surname>
<given-names><![CDATA[Susana Emília Oliveira e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Candido Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Carlos Ângelo de Meneses]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Lomonosov Moscow State University  ]]></institution>
<addr-line><![CDATA[Moscow ]]></addr-line>
<country>Russia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Brasília Programa Stricto Sensu de Mestrado e Doutorado em Educação ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Europeu de Estudos Superiores  ]]></institution>
<addr-line><![CDATA[Fafe ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Católica de Brasília Programa Stricto Sensu de Mestrado e Doutorado em Educação ]]></institution>
<addr-line><![CDATA[ DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>32</volume>
<numero>123</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362024000200304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362024000200304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362024000200304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Researchers from four countries conducted comparative research on the remote Education experience of Higher Education students during the Covid-19 pandemic and their return to face-to-face Education. Based on other research projects, we applied self-report questionnaires to convenience samples. This article focuses on the results for Portugal and Russia in relation to gender. Despite the differences between both countries, the findings point to the statistical predominance of women as well as their more positive attitudes toward remote Education. Factor analysis revealed that three factors converge to explain most of the variance: 1. Positive attitude in relation to remote Education, 2. Technical, psychological, and educational problems, 3. Positive attitude regarding the return to face-to-face Education. Although women have more access to Higher Education, they have lower occupational and income achievements than men.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Pesquisadores de quatro países efetuaram uma pesquisa comparada com estudantes de nível superior sobre a sua experiência de Educação remota na Covid-19 e seu retorno à Educação presencial. Fundamentada em outras investigações sobre o assunto, aplicaram-se questionários auto respondíveis a amostras de conveniência. Aqui se destacam os resultados quanto ao gênero em Portugal e na Rússia. Apesar das grandes diferenças, as verificações apontam para a predominância numérica das mulheres e suas atitudes mais positivas em face da Educação remota. Na análise fatorial, três fatores convergem para explicar a maior parte da variância: 1. Atitude positiva em relação à Educação remota, 2. Problemas técnicos, psicológicos e educacionais, 3. Atitude positiva ante a retomada da educação presencial. Embora as mulheres tenham maior acesso à Educação Superior, alcançam menores conquistas ocupacionais e de renda que os homens.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Investigadores de cuatro países realizaron investigaciones comparativas sobre la experiencia educativa a distancia de los estudiantes de Educación Superior durante la pandemia Covid-19 y su retorno a la Educación presencial. Sobre la base de otros proyectos de investigación, aplicamos cuestionarios de autoinforme para facilitar las muestras. Este artículo se centra en los resultados de Portugal y Rusia en relación con el género. A pesar de las diferencias entre ambos países, los resultados indican el predominio estadístico de las mujeres, así como sus actitudes más positivas hacia la Educación a distancia. El análisis factorial reveló que tres factores convergen para explicar la mayor parte de la varianza: 1. Actitud positiva en relación con la Educación a distancia, 2. Problemas técnicos, psicológicos y educativos, 3. Actitud positiva con respecto al retorno a la Educación presencial. Aunque las mujeres tienen más acceso a la Educación superior, tienen logros laborales y de ingresos más bajos que los hombres..]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Remote Education]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Rights]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Educação remota]]></kwd>
<kwd lng="pt"><![CDATA[Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Direitos]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Género]]></kwd>
<kwd lng="es"><![CDATA[Derechos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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