<?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>S0104-70432014000200131</article-id>
<article-id pub-id-type="doi">10.2014/jul.dezv23n42011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tempos e redes: a arquitetura de uma sala de aula em EAD]]></article-title>
<article-title xml:lang="en"><![CDATA[Times and networks: the architecture of an e-learning classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Ormezinda Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caetano]]></surname>
<given-names><![CDATA[Carmem Jená Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Departamento de Linguística, Português e Línguas Clássicas ]]></institution>
<addr-line><![CDATA[Brasília ]]></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>131</fpage>
<lpage>139</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432014000200131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432014000200131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432014000200131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Nos &#250;ltimos anos, tem-se intensificado a implanta&#231;&#227;o de cursos de gradua&#231;&#227;o na modalidade a dist&#226;ncia nas institui&#231;&#245;es p&#250;blicas, permitindo que a investiga&#231;&#227;o de elementos importantes em rela&#231;&#227;o ao processo de ensino aprendizagem realizado em EAD tamb&#233;m fa&#231;a parte de discuss&#245;es relevantes no &#226;mbito acad&#234;mico. O desafio &#233; o de incorporar as tecnologias de informa&#231;&#227;o e comunica&#231;&#227;o, as TIC, tendo em vista esses aspectos, sem incorrer no equ&#237;voco de aliar o recurso tecnol&#243;gico &#224; concep&#231;&#227;o empirista da educa&#231;&#227;o. Em tempos de educa&#231;&#227;o em rede, o tempo pedag&#243;gico assume a dimens&#227;o temporal dedicada &#224; produ&#231;&#227;o de experi&#234;ncias significativas que levem o estudante &#224; autonomia no processo ensino aprendizagem. A inser&#231;&#227;o das TIC &#233;, em geral, vista como simples instrumentaliza&#231;&#227;o, mas sendo novas tecnologias sua relev&#226;ncia toma outros sentidos, compondo as assim ditas habilidades do s&#233;culo XXI. Nosso aporte te&#243;rico encontra respaldos nos trabalhos desenvolvidos por L&#233;vy (2009) e Pais (2004). Nosso objetivo &#233; assumir a postura de pesquisadoras que acreditam que &#233; preciso encarar o desafio que est&#225; mais do lado educacional do que tecnol&#243;gico e repensar o papel que a pedagogia assume nos dias atuais, bem como trazer &#224; tona reflex&#245;es de trabalhos desenvolvidos com resultados positivos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In recent years, the implantation of undergraduate courses by public institutions in the modality of distance learning has increased, allowing the investigation of important elements related to the process of teaching-learning done through e-learning (EaD in Portuguese) also be part of relevant discussions in the academic community. The challenge is to incorporate information and communication technologies (TIC), taking into account these aspects, without incurring the error of connecting the technological resource to the empirical conception of education. In an era of networking education, the pedagogical time has a temporal dimension dedicated to the production of significant experiences that provide the student with autonomy in the teaching-learning process. TIC is generally seen as an instrument, but, being new technology, its relevance has other meanings, composing the so-called twenty-first century skills. Theoretical contributions here include works by L&#233;vy (2009) and by Pais (2004). Our aim is, as researchers who believe that it is necessary to face the challenge that is more on the educational side than on the technological side, to rethink the role that pedagogy plays nowadays, as well as to reflect on developed works that had positive results.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tempo Pedagógico]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Time]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year></year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
