<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492013000400400</article-id>
<article-id pub-id-type="doi">10.17058/rea.v21i2.3740</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Subjetividade e interação nos fóruns online: reflexões sobre a permanência em educação a distância]]></article-title>
<article-title xml:lang="en"><![CDATA[Subjectivity and interaction in online forums: reflections on the permanence of students in distance education programs]]></article-title>
<article-title xml:lang="es"><![CDATA[Subjetividad e interacción en los foros online: reflexiones sobre la permanencia en educación a distancia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossato]]></surname>
<given-names><![CDATA[Maristela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Wilsa Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maciel]]></surname>
<given-names><![CDATA[Diva Maria Albuquerque]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>400</fpage>
<lpage>430</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492013000400400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492013000400400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492013000400400&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo foi desenvolvido com objetivo de produzir indicadores que possam melhorar a funcionalidade dos f&#243;runs onlinee contribuir numa maior perman&#234;ncia dos estudantes da Educa&#231;&#227;o a Dist&#226;ncia. Foi realizada uma an&#225;lise, orientada pela Epistemologia Qualitativa, dos processos subjetivos e interacionais produzidos nos f&#243;runs de apresenta&#231;&#227;o e f&#243;runs tem&#225;ticos de duas disciplinas de forma&#231;&#227;o pedag&#243;gica -(1) Estrat&#233;gias de Ensino e Aprendizagem e (2) A Psicologia e a Constru&#231;&#227;o do Conhecimento-ofertadasnos cursos de Licenciatura em Teatro, M&#250;sica e Artes Visuais, UAB/UnB. As informa&#231;&#245;es produzidas apontam para a necessidade de reconhecimento e valoriza&#231;&#227;o do estudante como sujeito na aprendizagem, a consolida&#231;&#227;o da presen&#231;a pedag&#243;gica do tutor, a valoriza&#231;&#227;o dos f&#243;runs como espa&#231;os de aprendizagem e a produ&#231;&#227;o de espa&#231;os sociais de pertencimento. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article was developed in order to produce indicatorsthat can enhance the functionality of online forums contributing to increased permanence of Distance Education students. An analysis, guided by the Qualitative Epistemology, of the subjective and interactive processes was made based on the information produced during the Presentation and Discussion Forums of two pedagogical training disciplines of the Bachelor of Theater, Music and Visual Arts at UAB/UNB: (1) Strategies for Teaching and Learning, and (2) Psychology and the Construction of Knowledge. The information produced point to the need for recognition and valuation of the student as subject of its own learning, the consolidation of the pedagogical presence of the tutor, the appreciation of the forums as learning spaces and the production of social spaces of belonging.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este art&#237;culo fue desarrollado con el objetivo de producir indicadores que puedan mejorar la funcionalidad de los foros onlinecontribuyendo para incrementar la permanencia de los estudiantes de Educaci&#243;n a Distancia. Se realiz&#243; un an&#225;lisis, orientado por la Epistemolog&#237;a Cualitativa, de los procesos subjetivos e interaccionales producidos en los foros de presentaci&#243;n y foros de discusi&#243;n en dos disciplinas de formaci&#243;n pedag&#243;gica -1) Estrategias de Ense&#241;anza y Aprendizaje y 2) Psicolog&#237;a y Construcci&#243;n deConocimiento -ofertadas en los cursos de Licenciatura en Teatro, M&#250;sica y Artes Visuales, UAB/UNB. Las informaciones producidas se&#241;alan la necesidad de reconocimiento y valorizaci&#243;n del estudiante como sujeto en el aprendizaje, la consolidaci&#243;n de la presencia pedag&#243;gica del tutor, la valorizaci&#243;n de los foros como espacios de aprendizaje y la producci&#243;n de espacios sociales de pertenecimiento. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[F&#243;runs Online]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Permanência]]></kwd>
<kwd lng="pt"><![CDATA[Subjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Interação]]></kwd>
<kwd lng="en"><![CDATA[Online Forums]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Permanence]]></kwd>
<kwd lng="en"><![CDATA[Subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Interaction]]></kwd>
<kwd lng="es"><![CDATA[Foros Online]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Permanencia]]></kwd>
<kwd lng="es"><![CDATA[Subjetividad]]></kwd>
<kwd lng="es"><![CDATA[Interacción]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year></year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
