<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992021000100213</article-id>
<article-id pub-id-type="doi">10.14244/198271995024</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Processos interativos em cursos de graduação a distância: algumas concepções dos docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Interactive processes in distance undergraduate courses: teachers' conceptions]]></article-title>
<article-title xml:lang="es"><![CDATA[Procesos interactivos en cursos de grado a distancia: algunas concepciones del profesorado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salvago]]></surname>
<given-names><![CDATA[Blanca Martín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paniago]]></surname>
<given-names><![CDATA[Maria Cristina Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Dom Bosco (UCDB)  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Dom Bosco (UCDB)  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</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=S1982-71992021000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992021000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992021000100213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é um recorte da pesquisa realizada para a Tese de doutorado Entrelaçamentos humano-afetivos em processos interativos em cursos de graduação a distância em uma IES privada. Trata-se de uma pesquisa qualitativa, estudo de caso, em que os sujeitos da pesquisa foram os professores que, durante o primeiro semestre de 2019, atuavam na mediação pedagógica dos cursos de Administração e de Ciências Contábeis de uma IES privada. O objetivo deste trabalho é apresentar as concepções dos docentes pesquisados a respeito do processo de interação com os alunos e seus entrelaçamentos com a prática pedagógica, analisando a relação da variável interação com a sensação de distância (Distância Transacional) do ponto de vista dos professores. As técnicas de coleta de dados utilizadas foram: questionário, respondido por 14 professores, dos quais foram selecionados 10 para a segunda fase, e entrevistas semiestruturadas. Os cursos a distância trazem novos desafios à prática docente no que se refere à interação, pois o aluno não tem as mesmas características dos alunos dos cursos presenciais: a maior autonomia, o silêncio virtual, a assincronia da comunicação são alguns elementos que representam desafios aos docentes no exercício da prática docente. O papel do professor continua sendo de mediador do processo de ensino e aprendizagem, mas com características diferenciadas. Conclui-se que a interação com o aluno da Educação a Distância traz novos desafios à prática docente a distância, sendo necessário se familiarizar com a presença virtual, utilizando novas estratégias no que se refere à interação com os alunos. Quanto maior é a interação, menor o sentimento de solidão no curso e, portanto, menor a distância transacional por parte dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is an excerpt from the research carried out for the doctoral thesis Human-affective interrelationships in interactive processes in distance undergraduate courses in a private HEI. This is a qualitative research, a case study, in which the research subjects were the professors who, during the first semester of 2019, worked in the pedagogical mediation of Administration and Accounting courses at a private HEI. The objective of this work is to present the conceptions of the researched professors regarding the process of interaction with students and its interweavings with the pedagogical practice, analyzing the relationship of the variable interaction with the sensation of distance (Transactional Distance) from the professors&#8217; point of view. The data collection techniques used were a questionnaire, answered by 14 teachers, of which 10 were selected for the second phase, with semi-structured interviews. Distance courses bring new challenges to teaching practice concerning interaction, as the student does not have the same characteristics as students in on-site courses: greater autonomy, virtual silence and communication asynchrony are some elements that pose challenges to teachers in the exercise of teaching practice. The teacher&#8217;s role continues to be the mediation of the teaching and learning process, but with different characteristics. Thus, we concluded that the interaction with the student from Distance Education brings new challenges to the distance teaching practices, being necessary to familiarize with the virtual presence, using new strategies relating to interaction with students. The greater the interaction, the lower the feeling of loneliness at the course and, the lower the transactional distance by the students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es un recorte de la investigación realizada para la tesis doctoral Entrelazamientos humano-afectivos en procesos interactivos en cursos de grado a distancia en una IES privada. Se trata de una investigación cualitativa, un estudio de caso, en el que los sujetos de investigación fueron los docentes que, durante el primer semestre de 2019, trabajaron en la mediación pedagógica de los cursos de Administración y Contabilidad de una institución privada. El objetivo de este trabajo es presentar las concepciones de los docentes investigados sobre el proceso de interacción con los estudiantes y los entrelazamientos con la práctica pedagógica, analizando la relación de la variable interacción con la sensación de distancia (Distancia Transaccional) desde el punto de vista del docente. Las técnicas de recogida de datos fueron un cuestionario, respondido por 14 docentes, de los cuales 10 fueron seleccionados para la segunda fase, con entrevistas semiestructuradas. Los cursos a distancia traen nuevos retos a la práctica docente en lo que respecta a la interacción, ya que el alumno no tiene las mismas características que los alumnos en los cursos presenciales: mayor autonomía, silencio virtual, comunicación asincrónica son algunos elementos que representan desafíos para los docentes en el ejercicio de la práctica docente. El papel del docente sigue siendo de mediador en el proceso de enseñanza y aprendizaje, pero con características diferentes. Se concluye que la interacción con el alumno de la Educación a Distancia presenta nuevos desafíos para la práctica docente a distancia, siendo necesario la familiarización con la presencia virtual, utilizando nuevas estrategias de interacción con los alumnos. A mayor interacción, menor sensación de soledad en el curso y, por tanto, menor distancia transaccional por parte de los alumnos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interação]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Distância Transacional.]]></kwd>
<kwd lng="en"><![CDATA[Interaction]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Transactional Distance.]]></kwd>
<kwd lng="es"><![CDATA[Interacción]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Distancia Transaccional.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[Interação e Interatividade]]></article-title>
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