<?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>S1676-25922023000100219</article-id>
<article-id pub-id-type="doi">10.20396/etd.v25i00.8666590</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[VOLTA AO MUNDO ON-LINE: O EMPREGO DAS TECNOLOGIAS DIGITAIS EM UM PROJETO TRANSDISCIPLINAR NA 2ª SÉRIE DO ENSINO MÉDIO]]></article-title>
<article-title xml:lang="en"><![CDATA[TRAVELLING AROUND THE WORLD ONLINE: THE USAGE OF DIGITAL TECHNOLOGIES IN TRANSDISCIPLINARY PROJECT DURING HIGH SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[LA VUELTA AL MUNDO ONLINE: EL USO DE TECNOLOGÍAS DIGITALES EN UN PROYECTO TRANSDISCIPLINARIO EN 2ª DE SECUNDARIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Braga]]></surname>
<given-names><![CDATA[Elisabete Rambo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viali]]></surname>
<given-names><![CDATA[Lori]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A04"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lahm]]></surname>
<given-names><![CDATA[Régis Alexandre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul Colégio Farroupilha ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Pontifícia Universidade Católica do Rio Grande do Sul Instituto do Petróleo e dos Recursos Naturais]]></institution>
<addr-line><![CDATA[Porto Alegre 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=S1676-25922023000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922023000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922023000100219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente estudo tem por finalidade avaliar o impacto do emprego das tecnologias digitais integradas à metodologia de Aprendizagem Baseada em Projetos (ABP) no aprendizado de aspectos organizacionais, financeiros e culturais que abrangem o planejamento de uma viagem. O desenvolvimento do projeto Volta ao Mundo Online ocorreu na modalidade remota, em função da pandemia. Esta proposta objetivou a elaboração de um site com o planejamento de uma viagem para um local pré-definido com estudantes da 2ª série do Ensino Médio de uma escola privada de Porto Alegre. Como fundamentação teórica aborda-se a ABP. Trata-se de uma pesquisa de cunho qualitativo, cujos fenômenos foram estudados em seu contexto. Os dados foram coletados a partir da análise de sites construídos pelos estudantes, de um questionário aplicado no final do projeto e das anotações realizadas em diário de campo. Ressalta-se, também, que foram apresentados alguns dados quantitativos de modo a complementar as informações coletadas. Na construção desses sites os discentes desenvolveram habilidades referentes à procura de informações, à escrita sobre os elementos encontrados, à busca e edição de imagens, à tomada de decisões frente às questões financeiras e organizacionais de itinerários, o que permitiu que a referida se constituísse como um espaço de aprendizagem e de trabalho colaborativo. A combinação da ABP com as tecnologias digitais possibilitou dar continuidade aos processos de ensino aprendizagem, diminuindo, dessa forma, os impactos das restrições impostas pela pandemia. Assim, propõe-se que esse conceito de espaço educacional deva ser estendido para além do período restritivo, estabelecendo novos rumos para a educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present study aims to evaluate the impact of the use of digital technologies integrated to the Project-Based Learning (PBL) methodology in the learning of organizational, financial and cultural aspects that cover the planning of a trip. The development of the Volta ao Mundo on-line project took place remotely, due to the pandemic. This proposal aimed to develop a website with the planning of a trip to a pre-defined location with students from the 2nd grade of high school from a private school in Porto Alegre. As a theoretical foundation, the PBL is approached. This is a qualitative research, and the phenomena were studied in their context. Data were collected from the analysis of websites built by students, a questionnaire applied at the end of the project and notes made in a field diary. It is also noteworthy that some quantitative data were presented in order to complement the information collected. In the construction of these sites, the students developed skills related to the search for information, to writing about the elements found, to the search and editing of images, decision making in face of financial and organizational issues of itineraries, thus constituting a space for learning. and collaborative work. The combination of PBL with digital technologies made it possible to continue the teaching- learning processes, thus reducing the impacts of the restrictions imposed by the pandemic. This concept of educational space must be extended beyond this restrictive period, establishing new directions for education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El propósito de este estudio es evaluar el impacto del uso de tecnologías digitales integradas en la metodología Project-Based Learning (PBL) en el aprendizaje de aspectos organizacionales, financieros y culturales que engloban la planificación de un viaje. El desarrollo del proyecto Volta ao Mundo Online se realizó de forma remota, debido a la pandemia. Esta propuesta tuvo como objetivo desarrollar un sitio web con la planificación de un viaje a un lugar predefinido con estudiantes del 2º grado de la escuela secundaria en una escuela privada en Porto Alegre. Como fundamento teórico se aborda el ABP. Se trata de una investigación cualitativa, cuyos fenómenos fueron estudiados en su contexto. Los datos fueron recolectados a partir del análisis de sitios web construidos por los estudiantes, un cuestionario aplicado al final del proyecto y notas realizadas en un diario de campo. También es de destacar que se presentaron algunos datos cuantitativos con el fin de complementar la información recopilada. En la construcción de estos sitios, los estudiantes desarrollaron habilidades relacionadas con la búsqueda de información, con la escritura de los elementos encontrados, con la búsqueda y edición de imágenes, con la toma de decisiones frente a las cuestiones financieras y organizativas de los itinerarios, lo que permitió la propuestas antes mencionadas para constituirse como un espacio de aprendizaje y trabajo colaborativo. La combinación del ABP con las tecnologías digitales permitió continuar con los procesos de enseñanza y aprendizaje, reduciendo así los impactos de las restricciones impuestas por la pandemia. Así, se propone que este concepto de espacio educativo se extienda más allá del período restrictivo, estableciendo nuevos rumbos para la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem baseada em projetos]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="en"><![CDATA[Project based learning]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje en base a proyectos]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Escuela secundaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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