<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172021000100317</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172021230117</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENGAJAMENTO DE ESTUDANTES EM UM ENSINO REMOTO E EMERGENCIAL DE FÍSICA]]></article-title>
<article-title xml:lang="es"><![CDATA[PARTICIPACIÓN DE LOS ESTUDIANTES EN UNA ENSEÑANZA REMOTA DE EMERGENCIA DE FÍSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[STUDENT ENGAGEMENT IN A REMOTE AND EMERGENCY PHYSICS COURSE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paula]]></surname>
<given-names><![CDATA[Helder de Figueiredo e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Talim]]></surname>
<given-names><![CDATA[Sérgio Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salema]]></surname>
<given-names><![CDATA[Cecília Siman]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camillo]]></surname>
<given-names><![CDATA[Vinícius Reis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais Colégio Técnico, Setor de Física ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais Instituto de Ciências Exatas ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172021000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172021000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172021000100317&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Neste trabalho, mostramos evidências de engajamento de estudantes que participaram de um curso introdutório, remoto e emergencial de Física. O curso foi realizado durante a pandemia da COVID-19, em uma escola que oferece ensino técnico integrado e profissionalizante de nível médio. Apresentamos os desafios pedagógicos enfrentados pelos professores de Física e justificamos a escolha desses sujeitos por avaliar o engajamento de seus estudantes. Os dados da pesquisa emergiram de um questionário que foi respondido pelos estudantes após o término do primeiro módulo do curso. A utilização do questionário nos permitiu identificar três dimensões do engajamento: cognitivo-comportamental, emocional e social. Nossos dados mostram que houve engajamento das/dos estudantes, predominantemente, nas dimensões cognitivo-comportamental e emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En este artículo mostramos evidencia del compromiso de los estudiantes que participaron en un curso introductorio, remoto y de emergencia de Física, realizado durante la pandemia COVID-19, en una escuela secundaria que ofrece educación profesional. Presentamos los desafíos pedagógicos que enfrentan los profesores de física y justificamos su elección para evaluar el compromiso de sus estudiantes. Los datos de la investigación surgieron de un cuestionario que fue respondido por los estudiantes una vez finalizado el primer módulo del curso. Identificamos tres dimensiones de lo envolvimiento de los estudiantes: cognitivo-conductual, emocional y social. Nuestros datos muestran que los estudiantes se involucraron, predominantemente, en la dimensión cognitivo-conductual y la dimensión emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this paper, we show evidences of student engagement in an introductory, remote and emergency Physics course. This experience occurred during the COVID-19 pandemic, in a high school that provides professional education. We present the pedagogical challenges faced by Physics teachers and justify their choice to evaluate student engagement. Our data stemmed from a questionnaire answered by students after the end of the first module of the course. We identified three engagement dimensions: cognitive-behavioral, emotional and social. Our data show that there was engagement, predominantly, in the cognitive-behavioral and emotional dimensions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Engajamento]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Remoto Emergencial e COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="es"><![CDATA[Participación de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Educación Remota y COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las Ciencias]]></kwd>
<kwd lng="en"><![CDATA[Engagement]]></kwd>
<kwd lng="en"><![CDATA[Emergency Remote Education and COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Science Teaching]]></kwd>
</kwd-group>
</article-meta>
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