<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432015000200083</article-id>
<article-id pub-id-type="doi">10.2015/jul.dez.v24n44.007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogia 2.0 na web social e o seu impacto no autoconceito de estudantes de pós-graduação]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogy 2.0 within the social web and its impact on the self-concept of postgraduate students]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogía 2.0 en la web social y su impacto en la autoconcepción de estudiantes de posgrado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[José António]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Edméa Oliveira dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Instituto de Educação ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<volume>24</volume>
<numero>44</numero>
<fpage>83</fpage>
<lpage>95</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432015000200083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432015000200083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432015000200083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A vertiginosa evolu&#231;&#227;o das tecnologias de informa&#231;&#227;o e da comunica&#231;&#227;o (TIC) e o advento da Internet propiciaram o surgimento de uma sociedade em rede marcada por mudan&#231;as acentuadas na economia, impulsionando o nascimento de novos paradigmas, modelos, processos de comunica&#231;&#227;o educacional e novos cen&#225;rios de aprendizagem. &#201; precisamente um desses cen&#225;rios pedag&#243;gicos na web social que pretendemos analisar, descrevendo o seu impacto no autoconceito acad&#234;mico de vinte e nove estudantes de p&#243;s-gradua&#231;&#227;o, a partir da an&#225;lise qualitativa das suas percep&#231;&#245;es e narrativas e tendo como referencial o Modelo Pedag&#243;gico Virtual da Universidade Aberta, Portugal. Os resultados mostram que o design do ambiente, ancorado nos princ&#237;pios do construtivismo, da autonomia, da flexibilidade, da inclus&#227;o e da intera&#231;&#227;o, podem ter efeitos muito positivos no autoconceito acad&#234;mico dos estudantes do ensino superior, em n&#237;vel das diferentes dimens&#245;es consideradas: Motiva&#231;&#227;o, Orienta&#231;&#227;o para a Tarefa, Confian&#231;a nas suas Capacidades e Rela&#231;&#227;o com os Colegas. S&#227;o discutidas as implica&#231;&#245;es dos resultados encontrados, tanto do ponto de vista de interven&#231;&#227;o pr&#225;tica, quanto em termos de investiga&#231;&#245;es futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The vertiginous evolution of information and communication technologies (ICT) and the advent of the Internet propitiated the emergence of a networked society marked by deep changes in the economy, stimulating the emergence of new paradigms, models, educational communication processes and new learning scenarios. It is precisely one of these pedagogical scenarios within the social web that we intend to analyze, describing its impact on the academic self-concept of twenty-nine graduate students, based on the qualitative analysis of their own perceptions and narratives, and using as a reference point the Open University Virtual Pedagogical Model. The results show that these online environments - whose design is anchored in the principles of constructivism, autonomy, flexibility and interaction - may have very positive effects on the academic self-concept of higher education students in the various dimensions taken into consideration: Motivation, Task Orientation, Self-Confidence in their own capabilities and Relationships with peers. The implications of the results are discussed not only from the point of view of practical intervention, but also in terms of future research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[La vertiginosa evoluci&#243;n de las tecnolog&#237;as de la informaci&#243;n y la comunicaci&#243;n (TIC) y la llegada de la internet propiciaron el surgimiento de una sociedad en red marcada por los cambios acentuados en la econom&#237;a, impulsando el nacimiento de nuevos paradigmas, modelos, procesos de comunicaci&#243;n educativa y nuevos escenarios de aprendizaje. Es precisamente uno de esos escenarios pedag&#243;gicos en la web social que se pretende analizar, describiendo su impacto en el auto-concepto acad&#233;mico de veintinueve estudiantes de posgrado, partiendo de un an&#225;lisis cualitativo de sus percepciones y narrativas, y teniendo como referencia el Modelo Pedag&#243;gico Virtual(r) de la UniversidadAbierta, Portugal. Los resultados muestran que el dise&#241;o del ambiente, anclado en los principios del constructivismo, de la autonom&#237;a, de la flexibilidad, de la inclusi&#243;n y de la interacci&#243;n, puede tener efectos muy positivo en el auto-concepto acad&#233;mico de los estudiantes de ense&#241;anza superior, dentro de las diferentes dimensiones consideradas: motivaci&#243;n, predisposici&#243;n hacia las tareas, confianza en sus capacidades y relaci&#243;n con los compa&#241;eros. Son discutidas las implicaciones de los resultados encontrados, desde el punto de vista de la intervenci&#243;n pr&#225;ctica y en t&#233;rminos de futuras investigaciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autoconceito Acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia 2.0]]></kwd>
<kwd lng="pt"><![CDATA[Web Social]]></kwd>
<kwd lng="en"><![CDATA[Academic Self-Concept]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy 2.0]]></kwd>
<kwd lng="en"><![CDATA[Social Web]]></kwd>
<kwd lng="es"><![CDATA[Auto-Concepto Académico]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía 2.0]]></kwd>
<kwd lng="es"><![CDATA[Web Social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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