<?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>S1981-416x2019000200792</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.061.ao04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Hipertexto como mediador pedagógico]]></article-title>
<article-title xml:lang="en"><![CDATA[Hypertext as pedagogical mediation]]></article-title>
<article-title xml:lang="es"><![CDATA[El hipertexto como mediador pedagógico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Rodrigo Otávio dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moser]]></surname>
<given-names><![CDATA[Alvino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Thereza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Internacional  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário Internacional  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário Internacional  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>61</numero>
<fpage>792</fpage>
<lpage>808</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000200792&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000200792&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000200792&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O hipertexto é, por definição, uma forma de escrita/leitura não-linear e não hierarquizada que permite o acesso ilimitado a blocos de informação ligados a palavras, partes de um texto ou imagens. No presente artigo tentaremos abordar algumas questões acerca do hipertexto e da sua utilização no processo de aprendizagem. Assim, durante o texto que se segue, definiremos hipertexto, discutiremos a questão da mediação na aprendizagem e o hipertexto como importante mediador na contemporaneidade. Entretanto, para que o hipertexto possa ser um bom mediador, discutiremos carga cognitiva e a forma como os jovens digitais se comportam no momento do aprendizado. Assim, o objetivo deste artigo é trazer algumas reflexões que, acreditamos, merecem ser consideradas e analisadas, para um melhor entendimento do fenômeno da aprendizagem mediada no século XXI. A metodologia é de cunho bibliográfico, procurando em autores subsídios para fundamentar o hipertexto como mediador da aprendizagem. Serão considerados os aspectos referentes à carga cognitiva dos hipertextos. Os principais resultados de nosso artigo, que se trata de um ensaio teórico, buscam promover uma perspectiva crítica em relação à carga cognitiva nos/dos discentes. Também analisamos criticamente as questões pedagógicas do hipertexto enquanto mediação para os jovens digitais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Hypertext is, by definition, a non-hierarchical, non-linear form of writing / reading that allows unlimited access to blocks of information linked to words, parts of text or images. In this paper, we will try to address some questions about hypertext and its use in the learning process. Thus, during the text that follows, we will define hypertext; we will discuss the question of mediation in learning and hypertext as an important mediator in contemporaneity. However, for hypertext to be a good mediator we will discuss cognitive load and the way digital youngsters behave at the time of learning. Thus, the objective of this article is to bring some reflections that, we believe, deserve to be considered and analyzed, for a better understanding of the phenomenon of learning mediated in the 21st century. The methodology is of a bibliographic nature, looking for authors in subsidies to base the hypertext as a mediator of learning. The aspects related to the cognitive load of hypertexts will be considered. The main results of our article, which is a theoretical essay, seek to promote a critical perspective regarding the cognitive load in the students. We also critically analyze the pedagogical issues of hypertext as mediation for digital youth.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El hipertexto es, por definición, una forma de lectura/escritura no lineal y no jerárquica que permite el acceso ilimitado a los bloques de información unidos a las palabras, partes de texto o imágenes. Desde la comunicación oral a la comunicación por medios digitales, los medios se estaban volviendo cada vez más complejo, y el lenguaje textual también tuvo una significativa evolución. En la actual era del conocimiento, en la cual es natural la sobrecarga de información, la narración adquiere una estructura hipertextual, como forma de organización en red, facilitando la interacción de los textos para una búsqueda más rápida de la información, pero sin causar, en algunos casos, un exceso de carga cognitiva para los usuarios. El propósito de este artículo es traer algunas ideas que creemos que merecen ser tratadas y analizadas, como es el caso de la mediación pedagógica en los entornos de hipertexto. La metodología es de cuño bibliográfico buscando en autores subsidios para fundamentar el hipertexto como mediador del aprendizaje. Se considerarán los aspectos referentes a la carga cognitiva de los hipertextos. Los principales resultados de nuestro artículo, que se trata de un ensayo teórico, buscan promover una perspectiva crítica en relación a la carga cognitiva en los discentes. También analizamos críticamente las cuestiones pedagógicas del hipertexto como mediación para los jóvenes digitales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Hipertexto]]></kwd>
<kwd lng="pt"><![CDATA[Carga Cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[Mediação no ensino-aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Hypertext]]></kwd>
<kwd lng="en"><![CDATA[Cognitive Load]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Mediation]]></kwd>
<kwd lng="es"><![CDATA[Hipertexto]]></kwd>
<kwd lng="es"><![CDATA[Carga cognitiva]]></kwd>
<kwd lng="es"><![CDATA[Mediación pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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