<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762020000200951</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i2p951-969</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENGAJAMENTO DE DOCENTES NA EDUCAÇÃO SUPERIOR: IMPLEMENTANDO ENSINO HÍBRIDO]]></article-title>
<article-title xml:lang="en"><![CDATA[ENGAGEMENT OF TEACHERS IN HIGHER EDUCATION: IMPLEMENTING BLENDED LEARNING]]></article-title>
<article-title xml:lang="es"><![CDATA[ENGAGEMENT DE MAESTROS EN EDUCACIÓN SUPERIOR: IMPLEMENTANDO ENSEÑANZA HÍBRIDA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NASCIMENTO]]></surname>
<given-names><![CDATA[Ernandes Rodrigues do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BRITO]]></surname>
<given-names><![CDATA[Isabel Pauline Lima de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PADILHA]]></surname>
<given-names><![CDATA[Maria Auxiliadora Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade Imaculada Conceição do Recife  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>951</fpage>
<lpage>969</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000200951&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000200951&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000200951&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O ambiente de ensino e aprendizagem vem sofrendo mudanças. Esse movimento social, e também profissional, impacta na atuação do docente, o qual passa a ter um papel diferenciado, o professor torna-se um curador de conteúdo e mediador do processo formativo, que, muitas vezes, desenvolve-se por meio de metodologias ativas e práticas pedagógicas que põem o estudante no centro do processo formativo, transformando-o em protagonista da sua aprendizagem. Dentre as diversas metodologias ativas existentes, encontramos o ensino híbrido, foco do presente estudo. Com todas essas mudanças nos processos de aprender e ensinar, o professor tem tido pouco tempo para pensar, planejar, e compreender, muitas vezes, sobre seu próprio papel, o que termina influenciando no nível de engajamento desse docente em suas atividades. Então, como os docentes se engajam perante a transição do ensino tradicional ao híbrido em um curso superior? A pesquisa buscou identificar o nível de engajamento docente ao vivenciar a implementação do ensino híbrido, da aprendizagem por projetos e por problema, em dois cursos superiores. Objetivou-se ainda: compreender como os docentes se engajam em uma mudança metodológica e descrever como os estudantes percebem esse engajamento. Os dados foram coletados por meio de um semanário de aprendizagem dos professores e da aplicação da escala de engajamento docente. Utilizamos a análise teórica e descritiva. Os resultados apresentaram que os docentes se engajaram positivamente no processo de transição metodológica, mas que 20% ainda percebem que eram mais felizes no modelo tradicional de ensino, demonstrando que uma parcela de professores se sente desconfortável nesse cenário.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The teaching and learning environment has undergone changes. This social movement, as well as professional, impacts on the performance of the teacher, who takes on a different role. The teacher has become a curator of content and mediator of the formative process, which often develops through active methodologies and pedagogical practices that put the student at the center of the formative process, transforming him into the protagonist of his learning. Among the several existing active methodologies, we find the blended learning, focus of the present study. With all these changes in the processes of learning and teaching, the teacher has had little time to think, to plan, and to understand, often, about his own role, which ends up influencing the level of teacher engagement in his activities. So, how do teachers engage in the transition from traditional to hybrid teaching in higher education? The research sought to identify the level of teacher engagement when experiencing the implementation of hybrid teaching, learning by projects and problem, in two higher courses. The objective was also to understand how teachers engage in a methodological change and to describe how students perceive this engagement. The data were collected through a weekly teacher apprenticeship and the application of the teacher engagement scale. We use the theoretical and descriptive analysis. The results showed that teachers were positively involved in the process of methodological transition, but that 20% still perceived that they were happier in the traditional model of teaching, demonstrating that a portion of teachers feel uncomfortable in this scenario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El ambiente de enseñanza y aprendizaje viene sufriendo cambios. Este movimiento social, y también profesional, impacta en la actuación del docente, el cual pasa a tener un papel diferenciado, convirtiéndose en un curador de contenido y mediador del proceso formativo, que a menudo se desarrolla por medio de metodologías activas, prácticas pedagógicas que ponen al estudiante en el centro del proceso formativo, transformándolo en protagonista de su aprendizaje. Entre las diversas metodologías activas existentes, encontramos la enseñanza híbrida, foco del presente estudio. Con todos estos cambios en los procesos de aprender y enseñar, el profesor ha tenido poco tiempo para pensar, planificarse, y comprender, a menudo, sobre su propio papel, lo que termina influenciando en el nivel de engagement de ese docente en sus actividades. Así, como los docentes se comprometen ante la transición de la enseñanza tradicional al híbrido en un curso superior? La investigación buscó identificar el nivel de compromiso docente al vivenciar la implementación de la enseñanza híbrida, del aprendizaje por proyectos y por problema, en dos cursos superiores. Se objetivó también: comprender cómo los docentes se comprometen en un cambio metodológico y describir cómo los estudiantes perciben ese compromiso. Los datos fueron recolectados por medio de un semanario de aprendizaje de los profesores y de la aplicación de la escala de compromiso docente. Utilizamos el análisis teórico y descriptivo. Los resultados mostraron que los docentes se comprometieron positivamente en el proceso de transición metodológica, pero que el 20% aún perciben que eran más felices en el modelo tradicional de enseñanza, demostrando que una parcela de profesores se siente incómoda en ese escenario.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Engajamento docente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino híbrido]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias ativas]]></kwd>
<kwd lng="en"><![CDATA[Teaching engagement]]></kwd>
<kwd lng="en"><![CDATA[Blended learning]]></kwd>
<kwd lng="en"><![CDATA[Active methodologies]]></kwd>
<kwd lng="es"><![CDATA[Engagement de maestros]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza híbrida]]></kwd>
<kwd lng="es"><![CDATA[Metodologías activas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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