<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092020000100128</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.15.16307.079</article-id>
<title-group>
<article-title xml:lang="it"><![CDATA[La didattica alla prova del Covid-19 in Italia: uno studio sulla Scuola Primaria]]></article-title>
<article-title xml:lang="pt"><![CDATA[A Didática à prova pelo Covid-19 na Itália: um estudo sobre os Anos Iniciais do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactics put to the test by Covid-19 in Italy: a study on Primary School]]></article-title>
<article-title xml:lang="es"><![CDATA[La didáctica a prueba por el Covid-19 en Italia: un estudio sobre la Escuela Primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ranieri]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaggioli]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Martha Kaschny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Università degli Studi di Firenze  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Itália</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Università degli Studi di Firenze  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Itália</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092020000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092020000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092020000100128&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="it"><p><![CDATA[Riassunto La didattica a distanza - DaD, che ha visto un forte impulso dopo la chiusura delle scuole disposta il 4 Marzo 2020 fino alla fine dell&#8217;anno scolastico, ha riaperto il dibattito sul ruolo delle tecnologie nella scuola. Dati recenti mostrano che il successo o l&#8217;insuccesso della didattica a distanza dipende dall&#8217;intreccio di più fattori tra cui le competenze didattiche e tecnologiche dei docenti, le disponibilità di tecnologie ed ambienti, la composizione familiare e il ruolo della valutazione nei processi di insegnamento e apprendimento. Il presente contributo intende esplorare la risposta dei docenti di scuola primaria alle molteplici sfide sollevate dalla DaD nella fase pandemica attraverso la somministrazione online di un questionario rivolto agli insegnanti. Oltre alla descrizione e all&#8217;analisi dei risultati, il lavoro comprende una introduzione al contesto italiano e una riflessione di sintesi finale su quanto appreso da questa esperienza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A didática (da Educação) a distância - DaD, que teve um forte impulso após o fechamento das escolas em 4 de março de 2020 até o final do ano letivo, reabriu o debate sobre o papel das tecnologias na escola. Dados recentes mostram que o sucesso ou fracasso da educação a distância depende do entrelaçamento de vários fatores, incluindo o ensino e as habilidades tecnológicas dos professores, a disponibilidade de tecnologias e ambientes, a composição familiar e o papel da avaliação nos processos de ensino e aprendizagem. Este artigo teve como objetivo analisar as respostas de professores dos anos iniciais do Ensino Fundamental aos múltiplos desafios levantados pela DaD na fase de pandemia, por meio de um questionário online dirigido aos professores. Além da descrição e da análise dos resultados, o trabalho inclui uma introdução ao contexto italiano e uma reflexão sumária final sobre o que foi aprendido com essa experiência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Distance (Learning) Didactics - DD, which had a strong impulse after the closing of schools on March 4, 2020 until the end of the school year, reopened the debate on the role of technologies in school. Recent data show that the success or failure of distance learning depends on the intertwining of several factors, including teaching and technological skills of teachers, the availability of technologies and environments, family composition and the role of evaluation in teaching and learning processes. This paper aimed to analyze the responses of Elementary School teachers to the multiple challenges raised by DD in the pandemic phase, through an online questionnaire addressed to teachers. In addition to the description and analysis of the results, the work includes an introduction to the Italian context and a final summary reflection on what was learned from that experience.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La didáctica (de la educación) a distancia: DaD, que tuvo un fuerte impulso después del cierre de las escuelas el 4 de marzo de 2020 hasta el final del año escolar, reabrió el debate sobre el papel de las tecnologías en la escuela. Datos recientes muestran que el éxito o el fracaso de la educación a distancia depende del entrelazamiento de varios factores, que incluyen la enseñanza y las habilidades tecnológicas de los docentes, la disponibilidad de tecnologías y entornos, la composición de la familia y el papel de la evaluación en los procesos de enseñanza y aprendizaje. Este artículo tiene como objetivo analizar las respuestas de los maestros de primaria a los múltiples desafíos planteados por DaD en la fase de pandemia, a través de un cuestionario en línea dirigido a los profesores. Adem&amp;aacut e;s de l a descripción y el análisis de los resultados, el trabajo incluye una introducción al contexto italiano y una reflexión final sobre lo que se aprendió de esta experiencia.]]></p></abstract>
<kwd-group>
<kwd lng="it"><![CDATA[Didattica a distanza]]></kwd>
<kwd lng="it"><![CDATA[Emergenza sanitaria]]></kwd>
<kwd lng="it"><![CDATA[Scuola primaria]]></kwd>
<kwd lng="it"><![CDATA[Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[Didática da Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Emergência em saúde]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19.]]></kwd>
<kwd lng="en"><![CDATA[Distance learning Didactics]]></kwd>
<kwd lng="en"><![CDATA[Emergency in health]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[Didáctica de la Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Emergencia de salud]]></kwd>
<kwd lng="es"><![CDATA[Escuela primaria.Covid-19]]></kwd>
</kwd-group>
</article-meta>
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