<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432014000200073</article-id>
<article-id pub-id-type="doi">10.2014/jul.dezv23n42007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gamificação em espaços de convivência híbridos e multimodais: design e cognição em discussão]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification in multimodal hybrid living spaces: design and cognition in discussion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schlemmer]]></surname>
<given-names><![CDATA[Eliane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[São Leopoldo RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>23</volume>
<numero>42</numero>
<fpage>73</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432014000200073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432014000200073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432014000200073&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo emerge da pesquisa Gamifica&#231;&#227;o em Espa&#231;os de Conviv&#234;ncia H&#237;bridos e Multimodais: uma Experi&#234;ncia no Ensino Superior1 e objetiva compreender e discutir a rela&#231;&#227;o design-cogni&#231;&#227;o na doc&#234;ncia, num contexto de configura&#231;&#227;o de Espa&#231;os de Conviv&#234;ncia H&#237;bridos e Multimodais, na perspectiva da Gamifica&#231;&#227;o. A pesquisa, de natureza explorat&#243;ria e abordagem qualitativa, usa como metodologia Design Research e cartografia, e como instrumentos: observa&#231;&#227;o, registros fotogr&#225;ficos digitais, registros em filmadoras digitais, registros em &#225;udio digital e registros escritos. Para a an&#225;lise dos dados utiliza a an&#225;lise textual discursiva. Os principais resultados evidenciam que a rela&#231;&#227;o design-cogni&#231;&#227;o na doc&#234;ncia ocorre na medida em que o docente est&#225; sujeito construtor ativo do design da experi&#234;ncia, sendo fundamental para que atribua sentidos a uma pr&#225;tica inovadora, por "estar na situa&#231;&#227;o" e, portanto, poder falar "de dentro", a partir do seu processo de aprendizagem. Assim, como conclus&#227;o &#233; poss&#237;vel dizer que a rela&#231;&#227;o design-cogni&#231;&#227;o na doc&#234;ncia, principalmente vinculada &#224; configura&#231;&#227;o de Espa&#231;os de Conviv&#234;ncia H&#237;bridos e Multimodais na perspectiva da Gamifica&#231;&#227;o, ocorre na medida em que o docente configura, juntamente com os discentes, esses espa&#231;os de conviv&#234;ncia, em que o outro &#233; reconhecido como leg&#237;timo na intera&#231;&#227;o e, portanto, algu&#233;m com quem se pode aprender.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The paper emerges from the research "GAMIFICATION IN HYBRID AND MULTIMODAL LIVING SPACES: AN EXPERIENCE IN HIGHER EDUCATION" and its aim is to understand and discuss the relationship between design and cognition in teaching, in a context of Hybrid and Multimodal Living Spaces, from the perspective of Gamification. The research is based on an exploratory and qualitative approach, according to the Design Research and Cartography methodology, having as instruments: observation, digital photographic records, digital video records, digital audio records and written records. Data analysis is based on discursive textual analysis. The main results show that the relationship between design and cognition in teaching occurs when the teacher is an active builder subject of the design of the experience and it is fundamental to put meanings to an innovative practice, once "being in the situation", the teacher is able to speak "according to his/her own experience", from his/her own learning process. So, we have come to the conclusion that the design-cognition relationship in teaching, mainly linked to the Hybrid and Multimodal Living Spaces configuration, in the perspective of Gamification, occurs when the teacher configure with the students these living spaces, recognizing each other as legitimate in the interaction and therefore recognizing each student as someone from whom they can learn something.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gamificação]]></kwd>
<kwd lng="pt"><![CDATA[Espaços de Convivência Híbridos e Multimodais]]></kwd>
<kwd lng="pt"><![CDATA[Design]]></kwd>
<kwd lng="pt"><![CDATA[Cognição]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Hybrid and Multimodal Living Spaces]]></kwd>
<kwd lng="en"><![CDATA[Design]]></kwd>
<kwd lng="en"><![CDATA[Cognition]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BROWN]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Design experiments: theoretical and methodological challenges in creating complex interventions in classroom settings.]]></article-title>
<source><![CDATA[The Journal of the Learning Science]]></source>
<year></year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>141-78</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[EDELSON]]></surname>
<given-names><![CDATA[D. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Design research: what we learn when we engage in design.]]></article-title>
<source><![CDATA[Journal of the Learning Sciences]]></source>
<year></year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>105-21</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHLEMMER]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[TREIN]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Projetos de aprendizagem baseados em problema no contexto da web 2.0: possibilidades para a prática pedagógica.]]></article-title>
<source><![CDATA[Revista e-Curriculum (PUCSP)]]></source>
<year></year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
