<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982019000100408</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698196257</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[PRESENCIALIDAD ONLINE COMO ELEMENTO DE ANÁLISIS EN LA RELACIÓN ESCUELA/COMUNIDAD. EL CASO DE LAS UNIDADES EDUCATIVAS DEL MILENIO EN TWITTER]]></article-title>
<article-title xml:lang="en"><![CDATA[ONLINE PRESENCE AS AN ELEMENT OF ANALYSIS OF THE SCHOOL/COMUNITY RELATION. THE UNIDADES EDUCATIVAS DEL MILENIO CASE ON TWITTER]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[GABRIEL Cevallos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ficoseco]]></surname>
<given-names><![CDATA[Verónica Sofía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Couto]]></surname>
<given-names><![CDATA[Edvaldo Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal de Bahía  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982019000100408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982019000100408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982019000100408&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La presencialidad, originalmente tangible y uni-localizada, tiene ahora un carácter asíncrono y multisituado. Personas y colectivos crean presencialidades compuestas, habitando los espacios sociales online y offline en una continuidad sin suturas. La consideración de la espacialidad como dimensión integrada es una posición epistemológica largamente legitimada. El objetivo del artículo es explorar cómo las Unidades Educativas de Milenio - UEM construyen su presencia en Twitter para vincularse con la comunidad. Utilizamos el método cualitativo, descriptivo y analítico con base en análisis de redes sociales para analizar las cuentas referidas directamente a estas instituciones y, posteriormente, se describieron los mapas de red generados por las UEM como objeto de diálogo. Los resultados muestran que solamente 11 de 97 UEM poseen cuentas en Twitter, de aquellas, apenas dos tienen una actividad frecuente. Por otro lado, las UEM generan espacios de discusión atomizados, las menciones son coyunturales y sometidas principalmente a informes de entidades estatales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Presentiality, originally tangible and uni-located, now has an asynchronous and multi-situated character. People and groups create complex presentialities, inhabiting online and offline social spaces in a continuum without sutures. The consideration of spatiality as an integrated dimension is a long-standing epistemological position. The objective of this article is to explore how the Unidades Educativas del Milenio - UEM build their Twitter presentiality to link with the community. We used qualitative, descriptive and analytical method based on analysis of social networks to analyze the Twitter accounts directly referred to these institutions and, later, the network maps generated by the UEM were described as an object of dialogue. Results show that only 11 out of 97 UEM have Twitter accounts, of those, only two have a frequent activity. Additionally, the UEM generate atomized spaces of discussion, and its mentions are conjunctural and mainly referred to reports from state entities.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Presencialidad]]></kwd>
<kwd lng="es"><![CDATA[Twitter]]></kwd>
<kwd lng="es"><![CDATA[Unidades educativas]]></kwd>
<kwd lng="es"><![CDATA[Milenio]]></kwd>
<kwd lng="en"><![CDATA[Presence]]></kwd>
<kwd lng="en"><![CDATA[Twitter]]></kwd>
<kwd lng="en"><![CDATA[Educational units]]></kwd>
<kwd lng="en"><![CDATA[Millennium]]></kwd>
</kwd-group>
</article-meta>
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