<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812023000100218</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.104.5514</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino on-line emergencial num contexto de crise provocada pela covid-19: vivências de professores da educação básica em Alagoas]]></article-title>
<article-title xml:lang="en"><![CDATA[Emergency Remote Education in a context of crisis brought on by the Covid-19 pandemic: experiences of basic education teachers in Alagoas]]></article-title>
<article-title xml:lang="es"><![CDATA[La Enseñanza Remota de Emergencia en un contexto de crisis provocada por COVID-19: experiencias de profesores de educación básica en Alagoas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Weider]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mercado]]></surname>
<given-names><![CDATA[Luis Paulo Leopoldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas (Ufal)  ]]></institution>
<addr-line><![CDATA[Maceió Alagoas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas (Ufal)  ]]></institution>
<addr-line><![CDATA[Maceió Alagoas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Alagoas (Ufal)  ]]></institution>
<addr-line><![CDATA[Maceió Alagoas]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo (PUC-SP).  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>104</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812023000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812023000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812023000100218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A pandemia de covid-19, deflagrada em março de 2020 à sociedade, constituiu-se num cenário atípico e abrupto à educação. Em virtude do isolamento e distanciamento social, a escola precisou adequar os seus processos educativos a um contexto distanciado da sua realidade metodológica, lançando-se às soluções massivas de tecnologias digitais de informação e comunicação (TDIC) ancoradas no ensino on-line emergencial (EOE). Nesse contexto, a busca por vivências dos professores em tempos de covid-19, diante dos desafios da cultura digital, revelou &#8220;nuances&#8221; sociais e de formação docente limitantes ao ideário de educação para o século 21. Nessa conjuntura, este estudo qualitativo, apoiado na teoria fundamentada de caráter descritivo, investigou como os professores da educação básica das redes pública e privada em Alagoas, nas etapas de ensino fundamental e médio, vivenciaram o EOE num cenário de crise provocada pela covid-19 em 2020, demarcando os desafios e as limitações. A pesquisa foi realizada com 237 professores, por meio de questionários semiestruturados, aplicados entre abril e julho de 2020, os quais analisaram as seguintes categorias: &#8220;equidade digital&#8221;, &#8220;recursos escassos&#8221; e &#8220;formação para a utilização das TDIC&#8221;. Por conseguinte, a investigação pôde inferir que os desafios e as limitações foram acentuados pelo anacronismo metodológico e pela condição social de estudantes e professores. Além disso, os impactos da pandemia sobre a educação podem repercutir possíveis alterações dos espaços escolares e processos educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The Covid-19 pandemic that broke out in March 2020 to society constituted an atypical and abrupt scenario to education. Due to the isolation and social distancing, schools needed to adapt their educational processes to a context apart from methodological reality, thus, investing in massive solutions of Digital Information and Communication Technologies (DICT), anchored in the Emergency Remote Education (ERE). In this context, a survey on the teaching experiences during the Covid-19 pandemic, in front of the challenges of digital culture, revealed 'nuances' in the social and teacher training that limit the ideals of education for the 21st century. In these circumstances, this qualitative study, supported by a descriptive theory, investigated how basic education teachers of public and private schools in Alagoas, in the stages of elementary and secondary education, experienced ERE in a scenario of crisis caused by Covid-19 in 2020, demarcating the challenges and limitations. The survey was conducted with 237 teachers through semi-structured questionnaires applied between April and July 2020, which analyzed categories such as 'digital equity', 'scarce resources' and 'DICT training'. Consequently, the study could infer that the challenges and limitations were accentuated by the methodological anachronism and the social status of students and teachers. Moreover, the impacts of the pandemic on education may have repercussions on possible changes in the educational spaces and processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La pandemia de COVID-19, iniciada en marzo de 2020, constituyó un escenario atípico y abrupto para la educación. Debido al aislamiento y distancia social, la escuela necesitó adaptar sus procesos educativos a un contexto distante de su realidad metodológica, lanzándose a soluciones masivas de Tecnologías Digitales de Información y Comunicación (TDIC) ancladas en la Enseñanza Remota de Emergencia (ERT). En este contexto, la búsqueda de experiencias pedagógicas en tiempos de COVID-19, ante a los desafíos de la cultura digital, reveló "matices" sociales y de formación docente que limitan los ideales de la educación para el siglo XXI. En esta coyuntura, este estudio cualitativo, apoyado en la teoría fundamentada de carácter descriptivo, investigó cómo los profesores de educación básica de las redes públicas y privadas en Alagoas, en las etapas de educación primaria y secundaria, experimentaron la ERT en un escenario de crisis provocada por COVID-19 en 2020, demarcando los desafíos y las limitaciones. La investigación se realizó con 237 profesores, por medio de cuestionarios semiestructurados, aplicados entre abril y julio de 2020, analizados a partir de las categorías: equidad digital, recursos escasos y capacitación para el uso de las TDIC. En consecuencia, la investigación pudo inferir que los desafíos y las limitaciones se acentuaron por el anacronismo metodológico y la condición social de los alumnos y profesores. Además, los impactos de la pandemia en la educación pueden repercutir en posibles cambios en los espacios escolares y en los procesos educativos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[covid-19]]></kwd>
<kwd lng="pt"><![CDATA[ensino on-line emergencial]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Emergency Online Education]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Remota de Emergencia]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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