<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2021000301429</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.070.ao08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação a Distância e o uso dos Ambientes Virtuais de Aprendizagem: entre o Ideal e o Possível]]></article-title>
<article-title xml:lang="en"><![CDATA[Distance Education and the use of the Virtual Learning Environment: between the Ideal and the Possible]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación a Distancia y uso de Ambientes Virtuales de Aprendizaje: entre lo ideal y lo posible]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maieski]]></surname>
<given-names><![CDATA[Alessandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alonso]]></surname>
<given-names><![CDATA[Kátia Morosov]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>70</numero>
<fpage>1429</fpage>
<lpage>1447</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000301429&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000301429&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000301429&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo É indiscutível a relevância dos Ambientes Virtuais de Aprendizagem (AVA) como espaços de formação, devido a consolidarem &#8220;lugares/espaços&#8221; de outras e novas apropriações das práticas pedagógicas. Justamente por isso a importância de pesquisas, discussões e problematizações voltadas para os processos formativos online, assim como para o uso dos AVA. Nesse artigo, quando se fala de mediação e de interação é em uma perspectiva histórico-cultural, compreendendo que esses conceitos se configuram como elementos promotores da aprendizagem, determinando as relações e os papéis dos sujeitos nos cursos de formação on-line. Nesse sentido, esse artigo apresenta parte dos resultados de uma pesquisa de Mestrado que tem como objetivo investigar os processos e procedimentos de mediação e de interação nos cursos de formação on-line da Universidade Federal de Mato Grosso (UFMT). Para responder a tal objetivo, o problema que se propôs investigar é como os processos e procedimentos de mediação e de interação podem ser identificados nos cursos de formação on-line da UFMT? A abordagem utilizada foi qualitativa, com a metodologia da observação participante. Os resultados apontam que se faz necessária uma discussão sobre políticas públicas e institucionais, sobre o trabalho docente e do tutor, e, no caso da EaD, sobre o &#8220;lugar&#8221; do aluno no contexto da cultura digital e da sociedade conectada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Virtual Learning Environment (VLE) is extremely relevant as a development space, due to promoting &#8220;places/spaces&#8221; for other and new appropriation for pedagogical practices. Thus, mainly because of that, there is great importance in research projects, discussions and problematizations about online development processes, as well as in the VLE use. In this dissertation, mediation and the interaction are discussed from a historic and social perspective, understanding that these concepts set themselves as elements that promote learning, determining the subject&#8217;s relations and roles in on-line majors. It presents part of the results of a research and aims at investigating the mediation and the interaction processes and procedures in the on-line training courses at University Federal de Mato Grosso (UFMT) To answer this objective, the problem you set out to investigate is how can mediation and the interaction processes and procedures be identified in the on-line training courses of the UFMT? Qualitative approach, with participant observation methodology were used. The results indicate the need to discuss public and institutional policies, about the work of teachers and tutors and, in the case of Distance Education, about the student&#8217;s &#8220;place&#8221; in the context of digital culture and connected Society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La relevancia de los Ambientes Virtuales de Aprendizaje (AVA) como espacios de formación es indiscutible, debido a la consolidación de los &#8220;lugares / espacios&#8221; del otro y las nuevas apropiaciones de las prácticas pedagógicas. Precisamente por ello, la importancia de la investigación, las discusiones y la problematización relacionadas con los procesos de formación online, así como el uso de VLE. En este artículo, cuando se trata de mediación e interacción, es desde una perspectiva histórico-cultural, entendiendo que estos conceptos se configuran como elementos que promueven el aprendizaje, determinando las relaciones y roles de los sujetos en los cursos de formación online. El artículo presenta parte de los resultados de una investigación y tiene como objetivo investigar los procesos y procedimientos de mediación e interacción en los cursos de formación on-line de la Universidad Federal de Mato Grosso (UFMT). para dar respuesta a este objetivo, el problema que se propuso investigar es ¿cómo se pueden identificar los procesos y procedimientos de mediación e interacción en los cursos de formación online de UFMT? El enfoque utilizado fue cualitativo, con la metodología de observación participante. Los resultados muestran que es necesario discutir las políticas públicas e institucionales, el trabajo de docentes y tutores y, en el caso de la educación a distancia, sobre el &#8220;lugar&#8221; del estudiante en el contexto de la cultura digital y la sociedad conectada.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ambientes Virtuais de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Formação On-line]]></kwd>
<kwd lng="pt"><![CDATA[Mediação]]></kwd>
<kwd lng="pt"><![CDATA[Interação.]]></kwd>
<kwd lng="en"><![CDATA[Virtual Learning Environment]]></kwd>
<kwd lng="en"><![CDATA[Online Training]]></kwd>
<kwd lng="en"><![CDATA[Mediation]]></kwd>
<kwd lng="en"><![CDATA[Interaction.]]></kwd>
<kwd lng="es"><![CDATA[Ambientes virtuales de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Formación on-line]]></kwd>
<kwd lng="es"><![CDATA[Mediación]]></kwd>
<kwd lng="es"><![CDATA[Interacción]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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