<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922023000100217</article-id>
<article-id pub-id-type="doi">10.20396/etd.v25i00.8667271</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[THE ECOLOGIES OF PRESENCE IN ONLIFE EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS ECOLOGÍAS DE LA PRESENCIA EN LA EDUCACIÓN ONLIFE]]></article-title>
<article-title xml:lang="pt"><![CDATA[AS ECOLOGIAS DA PRESENCIALIDADE NA EDUCAÇÃO OnLIFE]]></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 contrib-type="author">
<name>
<surname><![CDATA[Di Felice]]></surname>
<given-names><![CDATA[Massimo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de São Paulo Escola de Comunicação e Artes ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[São Leopoldo RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922023000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922023000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922023000100217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The development of digitality and connectivity enable humans to create new ways of being present, in spaces of digital nature or even of hybrid nature. The advent of platforms and digital environments favor a new technological social situation resulting from a non-subject-centric ecology and a computerized habitative condition. In the field of Education, these new forms of presence, enhanced by digital inventive methodologies and practices, engage humans in different presences, constituting different ways of operating teaching and learning processes. It is in this context that we refer to an ecology of presence in OnLIFE Education, meaning, a particular type of presence that goes beyond being linked to a space-temporal, geographic and digital nature, which presents itself as a complex ecology of interactions which are incomprehensible through real and virtual dichotomies. This paper, through various technological typologies of the presence in education, referring to telepresence, digital virtual presence, the relational, cognitive and social presence, proposes an interpretation that digital or hybrid spaces establish a new type of social, technological and informatized situation, as an expression of an atopic quality of interactions that associates people, data, software and information architectures.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El desarrollo de la digitalidad y conectividad posibilita a los humanos a crear nuevas formas de hacerse presente en los espacios de naturaleza digital, incluyendo los de naturaleza híbrida. La llegada de las plataformas y ambientes digitales favorecen una nueva situación tecnológica social, como resultado de una ecología no centrada en los sujetos y una condición habitativa computarizada. En el campo de la Educación, estas nuevas formas de presencia, realzadas por las metodologías y prácticas digitales inventivas envuelven a los humanos en diferentes presencias, constituyendo diferentes formas de operar procesos de enseñanza y aprendizaje. Es en este contexto que nos referimos a una ecología de la presencia en la Educación OnLIFE, lo que significa una forma de presencia que va más allá de ser conectada a una naturaleza espacio-temporal, geográfica y digital, la cual presenta a si misma como una compleja ecología de interacciones que son incomprensibles a través de las dicotomias real y virtual. Este artículo, por medio de diversas tipologías tecnológicas de la presencia en la educación, referiendose a telepresencia, presencia virtual digital y presencia relacional, cognitiva y social, propone una interpretación en la que espacios digitales o híbridos establecen un nuevo tipo de situación social, tecnológica e informatizada, como expresión de una calidad atópica de las interacciones que asócia personas, datos, software y arquitecturas de la información.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O desenvolvimento da digitalidade e da conectividade possibilitam, ao humano, novas formas de se fazer presente, em espaços de natureza digital ou ainda híbridos. O advento de plataformas e de ambientes digitais favorecem uma nova situação social tecnológica, resultado de uma ecologia não mais sujeitocentrica e de uma condição habitativa informatizada. No âmbito da Educação, essas novas formas de presença, potenciadas por metodologias e práticas inventivas digitais, engajam o humano em presencialidades distintas, constituindo diferenciadas formas de operar os processos de ensino e de aprendizagem. É nesse contexto que nos referimos a uma ecologia da presencialidade na Educação OnLIFE, ou seja, um particular tipo de presencialidade que muito além de estar vinculada à natureza espaço-temporal, geográfico e digital, apresentam-se como uma ecologia complexa de interações conectivas e hibridas não compreensíveis através as dicotomias real e virtual. O artigo, por meio da apresentação das diversas tipologias tecnológicas da presença na educação, referindo a telepresença, a presença digital virtual, a presença relacional, cognitiva e social propõe a interpretação que nos espaços digitais ou híbridos instauram-se um novo tipo de situação social, tecnológica e informatizada, expressão de uma qualidade atópica das interações que associa as pessoas a dados, softwares e arquiteturas da informação.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Ecology]]></kwd>
<kwd lng="en"><![CDATA[Digital Literacy]]></kwd>
<kwd lng="en"><![CDATA[Educational innovations]]></kwd>
<kwd lng="en"><![CDATA[Blended learning]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Ecología]]></kwd>
<kwd lng="es"><![CDATA[Educación digital]]></kwd>
<kwd lng="es"><![CDATA[Cultura digital]]></kwd>
<kwd lng="es"><![CDATA[Comunicación digital]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ecologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação Digital]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação Digital]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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