<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742023000100416</article-id>
<article-id pub-id-type="doi">10.1590/1980531410172</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ECOSSISTEMA DE APRENDIZAGEM ON-LINE: CONSTRUÇÕES TEÓRICO-METODOLÓGICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[ONLINE LEARNING ECOSYSTEM: THEORETICAL-METHODOLOGICAL CONSTRUCTIONS]]></article-title>
<article-title xml:lang="es"><![CDATA[ECOSISTEMA DE APRENDIZAJE ON-LINE: CONSTRUCCIONES TEÓRICO-METODOLÓGICAS]]></article-title>
<article-title xml:lang="fr"><![CDATA[ÉCOSYSTÈME D&#8217;APPRENTISSAGE EN LIGNE: CONSTRUCTIONS THÉORIQUES ET MÉTHODOLOGIQUES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Weider Alberto Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mercado]]></surname>
<given-names><![CDATA[Luis Paulo Leopoldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Carloney Alves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100416&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100416&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100416&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A cultura digital impacta a relação dicotômica entre ambientes físicos e on-line. O cenário sociotécnico da educação ainda está descompassado em relação às competências digitais e é socialmente segregário. Nesse sentido, desde a revisão sistemática da literatura, identificamos estudos que apontam os ecossistemas de aprendizagem on-line como possíveis estruturas metodológicas congruentes às demandas dessa convergência. A revisão incluiu 206 produções, das quais 14 foram elegíveis a partir do método Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Os resultados revelaram que tais ecossistemas impactam e alteram as relações convencionais entre professor e estudante, organização de sala de aula e compreensão dos processos mediados por tecnologias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Digital culture impacts the dichotomous relationship between physical and online environments. The socio-technical scenario of education is socially segregated and still unbalanced in relation to digital competencies. In this sense, from a systematic literature review, we identified studies that point to online learning ecosystems as possible methodological structures that meet the demands of this convergence in education. The review included 206 productions, of which 14 were eligible using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method. The results revealed that such ecosystems impact and alter conventional teacher-student relationships, classroom organization, and understanding of technology-mediated processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La cultura digital impacta la relación dicotómica entre los ambientes físicos y on-line. El escenario sociotécnico de la educación aún está desfasado en relación a las competencias digitales y está socialmente segregado. En este sentido, desde la revisión sistemática de la literatura, identificamos estudios que apuntan a los ecosistemas de aprendizaje on-line como posibles estructuras metodológicas congruentes con las demandas de esta convergencia. La revisión incluyó 206 producciones, de las cuales 14 fueron elegibles a partir del método Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Los resultados revelaron que dichos ecosistemas impactan y alteran las relaciones convencionales entre profesor y estudiante, la organización del aula y la comprensión de los procesos mediados por tecnologías.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé La culture numérique a un impact sur la relation dichotomique entre les environnements physiques et l&#8217;environnement en ligne. Le paysage socio-technique de l&#8217;éducation est encore en déphasage par rapport aux compétences numériques et constitue un facteur de ségrégation sociale. À partir d&#8217;une analyse systématique de la littérature, nous avons identifié des études permettant d&#8217;envisager les écosystèmes d&#8217;apprentissage en ligne comme de possibles structures méthodologiques, compatibles avec les exigences de cette convergence. 206 productions ont été examinées et 14 d&#8217;entre elles sélectionnées selon la méthode Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Les résultats ont montré que de tels écosystèmes ont non seulement un impact sur les relations conventionnelles entre les enseignants et les élèves, l&#8217;organisation de la classe et la compréhension des processus médiatisés par la technologie, mais peuvent aussi les modifier.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[APRENDIZAGEM]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO HÍBRIDA]]></kwd>
<kwd lng="pt"><![CDATA[REVISÃO DE LITERATURA]]></kwd>
<kwd lng="en"><![CDATA[LEARNING]]></kwd>
<kwd lng="en"><![CDATA[HYBRID EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[LITERATURE REVIEW]]></kwd>
<kwd lng="es"><![CDATA[APRENDIZAJE]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN HÍBRIDA]]></kwd>
<kwd lng="es"><![CDATA[REVISIÓN DE LA LITERATURA]]></kwd>
<kwd lng="fr"><![CDATA[APPRENTISSAGE]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT HYBRIDE]]></kwd>
<kwd lng="fr"><![CDATA[REVUE DE LA LITTÉRATURE]]></kwd>
</kwd-group>
</article-meta>
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