<?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>S1809-43092020000100168</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.15.16289.094</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação em tempos de COVID-19: ensino remoto e exaustão docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Education in times of COVID-19: remote teaching and teacher exhaustion]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación en tiempos de COVID-19: enseñanza remota y agotamiento docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saraiva]]></surname>
<given-names><![CDATA[Karla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Traversini]]></surname>
<given-names><![CDATA[Clarice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lockmann]]></surname>
<given-names><![CDATA[Kamila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS) Universidade Luterana do Brasil ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFRGS Faculdade de Educação e do Programa de Pós- Graduação em Educação da UFRGS ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UFRGS Instituto de Educação e do Programa de Pós- Graduação em Educação da Universidade Federal do Rio Grande ]]></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=S1809-43092020000100168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092020000100168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092020000100168&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, propõe-se a analisar a trama discursiva que se constitui a partir da necessidade de adaptação das atividades presenciais para atividades remotas no Estado do Rio Grande do Sul durante o distanciamento social causado pela COVID-19. Tomou-se como material empírico a seção de notícias de três sites de sindicatos gaúchos (SINEPE/RS, SINPRO/RS e CPERS/RS), assim como as notícias publicadas na versão online do jornal Zero Hora no período entre o dia 16 de março e 31 de maio de 2020. A pesquisa foi desenvolvida com base na análise do discurso de orientação foucaultiana. A partir da empiria, foram construídos dois eixos analíticos: &#8220;Ensino remoto entre oportunidades, dificuldades e desigualdades&#8221; e &#8220;A docência levada à exaustão&#8221;. As análises evidenciam o reforço de mecanismos disciplinares, o crescimento das desigualdades, algum otimismo com os efeitos de longo prazo e a intensificação do trabalho docente, associada com a possibilidade de contracondutas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article, we aim to analyze a discursive web established from the need to adapt face-to-face activities to remote activities in the State of Rio Grande do Sul, Brazil, during the social distancing caused by COVID-19. The news section of the websites of three organizations (SINEPE/RS, SINPRO/RS and CPERS/RS), as well as news published in the online version of the newspaper Zero Hora, in the period between March 16th and May 31st, 2020 were taken as empirical material. The research was developed based on a foucaultian orientation of discourse analysis. From the empiric material, two analytical axes were built: &#8220;Remote teaching between opportunities, difficulties and inequalities&#8221; and &#8220;Teaching taken to exhaustion&#8221;. Analysis shows the strengthening of disciplinary mechanisms, the growth of inequalities, some optimism with long-term effects and the intensification of teaching work, associated with the possibility of counter-conduct.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo, se propone analizar la trama discursivo que se constituye a partir de la necesidad de adaptación de las actividades presenciales como actividades remotas en el Estado de Rio Grande do Sul durante el aislamiento causado por el COVID-19. Se tomó como material empírico la sección de noticias de tres sitios web de sindicatos de ese Estado (SINEPE/RS, SINPRO/RS e CPERS/RS), así como las noticias publicadas en la versión en línea del periódico Zero Hora en el período entre el 16 de marzo y el 31 de mayo de 2020. La investigación fue desarrollada con base en el análisis del discurso en perspectiva foucaultiana. A partir de lo empírico, fueron construidos dos ejes analíticos: &#8220;Enseñanza remota entre oportunidades, dificultades y desigualdades&#8221; y &#8220;La docencia llevada a la exhaustividad&#8221;. Los análisis evidencian el refuerzo de mecanismos disciplinarios, el crecimiento de las desigualdades, algún optimismo con los efectos de largo plazo y la intensificación del trabajo docente, asociada con la posibilidad de contra conductas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia.]]></kwd>
<kwd lng="en"><![CDATA[Remote teaching]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Pandemic.]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza remota]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Pandemia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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