<?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>S1981-416x2019000100056</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.060.ds03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação a distância e inclusão: uma análise sob a perspectiva docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Distance education and inclusion: an analysis from the perspective of teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación a distancia e inclusión: un análisis de la perspectiva de los profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veloso]]></surname>
<given-names><![CDATA[Braian Garrito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mill]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>60</numero>
<fpage>56</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000100056&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000100056&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000100056&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo principal desta pesquisa é discutir, sob a perspectiva docente, a inclusão possibilitada pela Educação a Distância (EaD). A investigação foi empreendida no âmbito do Sistema Universidade Aberta do Brasil (UAB). No que concerne aos procedimentos metodológicos, foram coletados, por meio de questionários virtuais, dados de 677 docentes que atuam ou já atuaram em cursos oferecidos no âmbito do Sistema UAB. Após isso, foram realizadas 8 entrevistas semiestruturadas. Concomitantemente, coletou-se dados em fontes documentais, quais sejam, processos seletivos, documentos oficiais, editais e outras informações disponibilizadas virtualmente nas páginas das instituições públicas que ofertam cursos a distância. Por sua vez, os dados foram submetidos a uma análise quantitativa e qualitativa. Com o estudo, identifica-se que a EaD está relacionada a processos inclusivos. A flexibilidade nos editais de contratação permite que professores da educação básica encontrem no Sistema UAB a oportunidade para atuar no ensino superior. Ademais, a disparidade temporal e espacial, bem como o teletrabalho, possibilitam que os docentes consigam sobrepujar diferentes problemáticas, como distância geográfica, problemas de saúde, situações de opressão, descaso do Estado, etc.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objective of this research is to discuss, from a teaching perspective, the inclusion made possible by distance education. The research was done under the Universidade Aberta do Brasil (UAB) system. Regarding the methodological procedures, data were collected through virtual questionnaires of 677 teachers who work or have already worked in courses offered under the UAB System. After that, 8 semi-structured interviews were carried out. At the same time, data were collected in documentary sources, namely, selective processes, official documents, edicts and other information available virtually on the pages of public institutions that offer distance courses. In turn, the data were submitted to quantitative and qualitative analysis. With the study, it is identified that distance education is related to inclusive processes. Flexibility in contracting tutors allows primary education teachers to find in the UAB system the opportunity to work in higher education. In addition, temporal and spatial disparities, as well as teleworking, allow teachers to overcome different problems, such as geographic distance, health problems, situations of oppression, neglect of the State, etc.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo principal de esta investigación es discutir, desde perspectiva del docente, la inclusión posibilitada por la Educación a Distancia (EaD). La investigación fue emprendida en el ámbito del Sistema Universidade Aberta do Brasil (UAB). En lo que concierne a los procedimientos metodológicos, fueron recogidos, por medio de cuestionarios virtuales, datos de 677 docentes que actúan o ya actuaron en cursos ofrecidos en el ámbito del Sistema UAB. Después de eso, se realizaron 8 entrevistas semiestructuradas. Concomitantemente, se recogieron datos en fuentes documentales, cuales son, procesos selectivos, documentos oficiales, edictos y otras informaciones disponibles virtualmente en las páginas de las instituciones públicas que ofrecen cursos a distancia. Por su parte, los datos se sometieron a un análisis cuantitativo y cualitativo. Con el estudio, se identifica que la EaD está relacionada con procesos inclusivos. La flexibilidad en los edictos de contratación permite que profesores de educación básica encuentren en el Sistema UAB la oportunidad para actuar en la enseñanza superior. Además, la disparidad temporal y espacial, así como el teletrabajo, posibilitan que los docentes puedan sobrepasar diferentes problemáticas, como distancia geográfica, problemas de salud, situaciones de opresión, descuido del Estado, etc.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Work]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Trabajo Docente]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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