<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362017000300743</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362017002500860</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The social representation of distance education from a Brazilian perspective]]></article-title>
<article-title xml:lang="pt"><![CDATA[A representação social da educação a distância sob o olhar dos brasileiros]]></article-title>
<article-title xml:lang="es"><![CDATA[Representación social de la educación a distancia desde el punto de vista de los brasileros]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marchisotti]]></surname>
<given-names><![CDATA[Gustavo Guimarães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Fátima Bayma de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lukosevicius]]></surname>
<given-names><![CDATA[Alessandro Prudêncio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Getúlio Vargas  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>25</volume>
<numero>96</numero>
<fpage>743</fpage>
<lpage>769</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362017000300743&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362017000300743&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362017000300743&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This quali-quantitative, exploratory field study approach is based on analyzing data obtained by applying the word recall test involving 100 respondents in order to build the social representation of distance learning (DL) from a Brazilian viewpoint. The &#8216;four-house board&#8217; technique by Pierre Verg&#232;s was adopted as the data-treatment technique. Making use of theoretical concepts previously presented to discuss distance learning (DL), the social representation of DL is compared to this theory, in order to validate the knowledge and identify learning gaps. It was found that the main focus of the social representation of DL consists of the following words: Flexibility, Facility, Practicality, Discipline, Time, Low-cost, Cost, Opportunity, Internet and Convenience. The main conclusion is that, despite the positive outlook that Brazilians have of distance learning, some assumptions should be adopted to ensure its effectiveness: 1) the need to mix DL with classroom encounters; 2) the need for DL-based courses to have trained teachers that insist on interaction and 3) the need for material to be suitable for this form of education, as well as for the communication media and technologies used.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho quali-quantitativo, explorat&#243;rio e de campo baseia-se na an&#225;lise dos dados obtidos, a partir da aplica&#231;&#227;o do teste de evoca&#231;&#227;o de palavras, com um total de 100 respondentes, de forma a se construir a representa&#231;&#227;o social da EaD sob o ponto de vista dos brasileiros. Adotou-se como t&#233;cnica de tratamento de dados a t&#233;cnica do &#8220;quadro de quatro casas&#8221; de Pierre Verg&#232;s. Fazendo-se uso de conceitos te&#243;ricos sobre EaD, a representa&#231;&#227;o social da EaD ser&#225; comparada a essa teoria, a fim de se validar conhecimento e identificar lacunas do saber. Identificou-se que a composi&#231;&#227;o do n&#250;cleo central da representa&#231;&#227;o social da EaD &#233; composta pelas seguintes palavras: Flexibilidade, Facilidade, Praticidade, Disciplina, Tempo, Barato, Custo, Oportunidade, Internet e Comodidade. A principal conclus&#227;o &#233; que, apesar da vis&#227;o positiva sobre a EaD, algumas premissas precisam ser seguidas para que essa modalidade de educa&#231;&#227;o seja efetiva: 1) necessidade de se mesclar a EaD com encontros presenciais; 2) necessidade dos cursos baseados na EaD possuir professores capacitados, que n&#227;o abram m&#227;o da intera&#231;&#227;o entre os alunos e entre o aluno e o pr&#243;prio professor e 3) o material precisa ser adequado para essa modalidade de educa&#231;&#227;o, assim como os meios de comunica&#231;&#227;o e tecnologias utilizadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo cuali-cuantitativo, exploratorio y de campo se basa en el an&#225;lisis de datos obtenidos a partir de la aplicaci&#243;n de pruebas de emisi&#243;n de palabras, con un total de 100 encuestados, para construir una representaci&#243;n social de la EaD desde el punto de vista de los brasileros. Se adopt&#243; como t&#233;cnica de tratamiento de los datos, la t&#233;cnica del &#8220;cuadro de cuatro casas&#8221; de Pierre Verg&#232;s. Haci&#233;ndose uso de conceptos te&#243;ricos sobre EaD, la representaci&#243;n social de la EaD ser&#225; comparada con esta teor&#237;a, con el fin de evaluar el conocimiento e identificar lagunas del saber. Se identific&#243; que la composici&#243;n del n&#250;cleo central de la representaci&#243;n social de la EaD est&#225; compuesta por las siguientes palabras: Flexibilidad, Facilidad, Pr&#225;ctica, Disciplina, Tiempo, Barato, Costo, Oportunidad, Internet y Comodidad. La principal conclusi&#243;n es que, a pesar de la visi&#243;n positiva sobre la EaD, algunas prioridades precisan ser seguidas para que esta modalidad de educaci&#243;n sea efectiva: 1) necesidad de mezclar la EaD con encuentros presenciales; 2) necesidad de cursos basados en la EaD contando con profesores capacitados que no dejen de lado la interacci&#243;n entre los alumnos y entre el profesor y los alumnos, y 3) necesidade de que el material sea adecuado para esta modalidad de educaci&#243;n, as&#237; como los medios de comunicaci&#243;n y tecnolog&#237;as utilizadas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[DL]]></kwd>
<kwd lng="en"><![CDATA[Social representation]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[EaD]]></kwd>
<kwd lng="pt"><![CDATA[Representação social]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[EaD]]></kwd>
<kwd lng="es"><![CDATA[Representación social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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