<?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>S1982-99492016000200006</article-id>
<article-id pub-id-type="doi">10.17058/rea.v24i2.4933</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudo sobre a adoção de blended learning na educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Study on the adoption ofblended learning in K-12]]></article-title>
<article-title xml:lang="es"><![CDATA[Estudio sobre la adopción del blended learning en la educación básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Alexandre José de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Ronei Ximenes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Lavras Departamento de Educação ]]></institution>
<addr-line><![CDATA[Lavras MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>6</fpage>
<lpage>23</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492016000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492016000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492016000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo apresenta uma pesquisa bibliogr&#225;fica sobre a aplica&#231;&#227;o de metodologia e tecnologias pr&#243;prias da educa&#231;&#227;o a dist&#226;ncia no &#226;mbito da educa&#231;&#227;o b&#225;sica presencial. Trata-se de uma das etapas de projeto de pesquisa sobre a aplica&#231;&#227;o da educa&#231;&#227;o bimodal na educa&#231;&#227;o b&#225;sica realizado no mestrado profissional em educa&#231;&#227;o da Universidade Federal de Lavras. Os mecanismos de busca adotados foram o portal de peri&#243;dicos da Capes e o Google Acad&#234;mico, abrangendo o per&#237;odo 2009-2014 para os termos Educa&#231;&#227;o Bimodal, Educa&#231;&#227;o Semipresencial em associa&#231;&#227;o a Educa&#231;&#227;o B&#225;sica. Observou-se que, no &#226;mbito internacional, existe uma tend&#234;ncia clara de pesquisas nessa &#225;rea, verificada pela quantidade de artigos sobre esse tema. Entretanto o foco atual est&#225; na educa&#231;&#227;o superior (77%) e na educa&#231;&#227;o corporativa (13%). No contexto de educa&#231;&#227;o b&#225;sica (K-12) as pesquisas representam somente 8% do total. Quanto a realidade brasileira, evidenciou-se n&#227;o existir uniformidade no uso de termo para indicar a converg&#234;ncia entre a educa&#231;&#227;o presencial e a dist&#226;ncia, fato que dificulta a padroniza&#231;&#227;o de descritores para busca. Observou-se tamb&#233;m equ&#237;vocos conceituais com utiliza&#231;&#227;o, por exemplo, do termo Educa&#231;&#227;o Bimodal para tratar de cursos de educa&#231;&#227;o a dist&#226;ncia com encontros presenciais mais frequentes. Quanto &#224;s publica&#231;&#245;es no Brasil, a situa&#231;&#227;o se mostra prec&#225;ria, pois o n&#250;mero &#233; baixo e a maioria trata de forma&#231;&#227;o de professores em cursos semipresenciais e n&#227;o da educa&#231;&#227;o bimodal. Portanto, considera-se que existe a necessidade de se avan&#231;ar com as pesquisas nesta &#225;rea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper presents a bibliographical research on the application of the methodology and technologies of distance education in the context of presential basic education. This is one of the stages of research project on the application of bimodal education on basic education held at the professional master's in education at the Federal University of Lavras. Search engines adopted were the Capes periodical portal and Google Scholar, covering the period 2009-2014 for the terms Bimodal Education, Education Courses in Basic Education Association. It was observed that, internationally, there is a clear trend of research in this area, verified by the number of articles on this topic. However the current focus is on higher education (77%) and education (13%). In the context of basic education (K-12) the research represent only 8% of the total. As the Brazilian reality, it became clear there is no uniformity in terms of use to indicate the convergence of classroom and distance learning, a fact that complicates the standardization of key words to search. It was also observed conceptual errors with use, for example, the term Bimodal Education to discuss education distance learning courses with more frequent face meetings. As for publications in Brazil, the situation shown precarious because the number is low and the majority comes to teacher training courses in semipresential and not of bimodal education. Therefore, it is considered that there is a need to move forward with research in this area.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este art&#237;culo presenta una investigaci&#243;n bibliogr&#225;fica de los estudios acerca de la aplicaci&#243;n de los m&#233;todos y tecnolog&#237;as de la Educaci&#243;n a Distancia en el contexto de clases de la Educaci&#243;n B&#225;sica. Se trata de uma parcela del proyecto de investigaci&#243;n del Programa de Maestr&#237;a en Educaci&#243;n de la Universidade Federal de Lavras acerca de la aplicaci&#243;n de la ense&#241;anza bimodal en la Educaci&#243;n B&#225;sica. Se ha adoptado como motores de b&#250;squeda el portal web de los peri&#243;dicos Capes y Google Acad&#233;mico, el per&#237;odo abarcado fue 2009-2014 para los t&#233;rminos educaci&#243;n bimodales, educaci&#243;n mezclado en combinaci&#243;n con la educaci&#243;n b&#225;sica. Se observ&#243; que, a nivel internacional, existe una clara tendencia de la investigaci&#243;n en esta &#225;rea, verificado por el n&#250;mero de art&#237;culos sobre este tema. Sin embargo, el enfoque actual est&#225; en la educaci&#243;n superior (77%) y la educaci&#243;n de las empresas (13%). En el contexto de la educaci&#243;n b&#225;sica (K-12) encuestas representan s&#243;lo el 8% del total. En cuanto a la realidad brasile&#241;a, evidencia-si no hay uniformidad en la utilizaci&#243;n del t&#233;rmino para indicar la convergencia entre el aula y la educaci&#243;n a distancia, hecho que hace que la normalizaci&#243;n de descriptores para la b&#250;squeda. Tambi&#233;n se observ&#243; con el uso, por ejemplo, malentendidos conceptuales del t&#233;rmino educaci&#243;n bimodal para lidiar con los cursos de educaci&#243;n a distancia con reuniones m&#225;s frecuentes. Tambi&#233;n se observ&#243; errores conceptuales con el uso, por ejemplo, el t&#233;rmino bimodal Educaci&#243;n para discutir los cursos a distancia con reuniones cara a la educaci&#243;n m&#225;s frecuentes. En cuanto a las publicaciones en Brasil, muestra la situaci&#243;n precaria debido a que el n&#250;mero es bajo y la mayor&#237;a trata de cursos de formaci&#243;n del profesorado en semipresencial y no de la educaci&#243;n bimodal. Por lo tanto, se considera que existe la necesidad de seguir adelante con la investigaci&#243;n en esta &#225;rea.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ambientes Virtuais de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Híbrida]]></kwd>
<kwd lng="pt"><![CDATA[Revisão Bibliográfica]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Educacional]]></kwd>
<kwd lng="en"><![CDATA[Virtual Learning Environments]]></kwd>
<kwd lng="en"><![CDATA[Hybrid Education]]></kwd>
<kwd lng="en"><![CDATA[Literature Review]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology]]></kwd>
<kwd lng="es"><![CDATA[Entornos Virtuales de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación Híbrido]]></kwd>
<kwd lng="es"><![CDATA[Revisión De La Literatura]]></kwd>
<kwd lng="es"><![CDATA[La Tecnología Educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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