<?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>S0104-70432021000400060</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2021.v30.n64.p60-75</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRESENÇAS REMOTAS: NARRATIVAS SOBRE AS AULAS INOVADORAS EM TEMPOS DE DISTANCIAMENTO FÍSICO]]></article-title>
<article-title xml:lang="en"><![CDATA[REMOTE PRESENCES: NARRATIVES ABOUT INNOVATIVE CLASSES IN TIMES OF PHYSICAL DISTANCE]]></article-title>
<article-title xml:lang="es"><![CDATA[PRESENCIAS REMOTAS: NARRATIVAS SOBRE CLASES INNOVADORAS EN TIEMPOS DE DISTANCIA FíSICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bruno]]></surname>
<given-names><![CDATA[Adriana Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hessel]]></surname>
<given-names><![CDATA[Ana Maria Di Grado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa-PT Universidade Católica de São Paulo e licenciada em Pedagogia Departamento de Didática da Universidade Federal do Estado do Rio de Janeiro (UNIRIO)]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Departamento de Fundamentos da Educação e atua como pesquisadora Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital da PUC/SP ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>64</numero>
<fpage>60</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432021000400060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432021000400060&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432021000400060&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo trata das percepções de estudantes e de docentes, da pós-graduação e da graduação, sobre as aulas remotas desenvolvidas ao longo da pandemia COVID-19. Procurou-se compreender suas experiências em tempos tão diversos e por meio da Educação remota. A escuta desses atores foi registrada sob a forma de narrativas, e o objetivo foi captar de que maneira as mudanças com o digital foram vivenciadas e em que medida puderam se constituir em práticas inovadoras. O referencial teórico do pensamento complexo moriniano e da epistemologia crítico-dialética freiriana alicerçaram a análise interpretativa das narrativas dos participantes da pesquisa. Os dados coconstruídos sinalizaram trajetos e experiências de estudantes que tiveram a oportunidade de interagir nas disciplinas por meio de plataformas online, em redes e por meio de recursos midiáticos, e de docentes que, além de tais experiências com tecnologias digitais, inovaram suas práticas ao desenvolverem aulas integradas com outros docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article deals with the perceptions of students and teachers, graduate and undergraduate students, about the remote classes developed during the pandemic COVID-19. We tried to understand their experiences in such different times and through remote education. Listening to these actors was recorded in the form of narratives, and the objective was to capture how the changes with digital were experienced and to what extent they could be constituted in innovative practices. The theoretical framework of complex Morinian thinking and Freirian critical-dialectic epistemology underpin the interpretative analysis of the narratives of the research participants. The co-constructed data indicate the paths and experiences of students who had the opportunity to interact in the disciplines through online platforms, networks and through media resources, and teachers who, in addition to such experiences with digital technologies, innovated their practices when developing classes integrated with other teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo trata sobre las percepciones de estudiantes y docentes, de posgrado y pregrado, sobre las clases remotas desarrolladas durante la pandemia de COVID-19. Intentamos comprender sus vivencias en épocas tan distintas y a través de la educación a distancia. La escucha de estos actores se registró en forma de narrativas, y el objetivo fue captar cómo se vivieron los cambios con lo digital y en qué medida podrían constituirse en prácticas innovadoras. El marco teórico del complejo pensamiento moriniano y la epistemología crítico-dialéctica freiriana sustentan el análisis interpretativo de las narrativas de los participantes de la investigación. Los datos co-construidos señalan las trayectorias y experiencias de estudiantes que tuvieron la oportunidad de interactuar en las disciplinas a través de plataformas online, redes y a través de recursos mediáticos, y docentes que, además de dichas experiencias con tecnologías digitales, innovaron sus prácticas al desarrollar clases. integrado con otros profesores.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[innovative classes]]></kwd>
<kwd lng="en"><![CDATA[remote classes]]></kwd>
<kwd lng="en"><![CDATA[narratives]]></kwd>
<kwd lng="en"><![CDATA[culture circle]]></kwd>
<kwd lng="en"><![CDATA[human understanding]]></kwd>
<kwd lng="pt"><![CDATA[aulas inovadoras]]></kwd>
<kwd lng="pt"><![CDATA[aula remota]]></kwd>
<kwd lng="pt"><![CDATA[narrativas]]></kwd>
<kwd lng="pt"><![CDATA[círculo de cultura]]></kwd>
<kwd lng="pt"><![CDATA[compreensão humana]]></kwd>
<kwd lng="es"><![CDATA[clases innovadoras]]></kwd>
<kwd lng="es"><![CDATA[clases remotas]]></kwd>
<kwd lng="es"><![CDATA[narrativas]]></kwd>
<kwd lng="es"><![CDATA[círculo cultural]]></kwd>
<kwd lng="es"><![CDATA[comprensión humana]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</person-group>
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<year>2015</year>
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<person-group person-group-type="author">
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</person-group>
<article-title xml:lang=""><![CDATA[Educação online para além da EAD: um fenômeno da cibercultura]]></article-title>
<person-group person-group-type="editor">
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<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
<name>
<surname><![CDATA[PESCE]]></surname>
<given-names><![CDATA[Lucila]]></given-names>
</name>
<name>
<surname><![CDATA[ZUIN]]></surname>
<given-names><![CDATA[Antônio]]></given-names>
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<source><![CDATA[Educação online: cenário, formação e questões didático-metodológicas]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
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<person-group person-group-type="author">
<name>
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<given-names><![CDATA[Danilo]]></given-names>
</name>
<name>
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<surname><![CDATA[ZITKOSKI]]></surname>
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</person-group>
<source><![CDATA[Diccionario]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Paulo Freire ]]></publisher-loc>
<publisher-name><![CDATA[CEAAL]]></publisher-name>
</nlm-citation>
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</back>
</article>
