<?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>S0104-70432022000100201</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2022.v31.n65.p201-224</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[JORNADAS FORMATIVAS MEDIADAS POR TECNOLOGIAS DIGITAIS NO ENSINO SUPERIOR: APORTES PARA PENSAR ATIVIDADES ASSÍNCRONAS]]></article-title>
<article-title xml:lang="en"><![CDATA[TRAINING JOURNEYS MEDIATED BY DIGITAL TECHNOLOGIES IN HIGHER EDUCATION: CONTRIBUTIONS TO THINKING ABOUT ASYNCHRONOUS ACTIVITIES]]></article-title>
<article-title xml:lang="es"><![CDATA[RECORRIDOS FORMATIVOS MEDIADOS POR TECNOLOGÍAS DIGITALES EN LA EDUCACIÓN SUPERIOR: APORTES PARA PENSAR LAS ACTIVIDADES ASINCRÓNICAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mill]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Achilles Alves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Marcello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Educação ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria de Estado de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília Instituto de Física Programa de Pós-Graduação em Ensino de Física]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>31</volume>
<numero>65</numero>
<fpage>201</fpage>
<lpage>224</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432022000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432022000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432022000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo central deste artigo é fomentar reflexões e iniciativas pedagógicas no ensino superior, adequadas - mas não restritas - ao contexto educacional induzido pelo momento pandêmico iniciado em 2020. Para isso, é analisada uma possível configuração para atividades pedagógicas em ambientes virtuais de aprendizagem (AVA), numa perspectiva de aprendizagem/sala de aula invertida, híbrida, ativa e significativa. A experiência articulou atividades síncronas (webconferências) e assíncronas (AVA); por escopo e amplificação, o presente esforço propositivo volta-se à análise e discussão da organização e de impressões de docentes e estudantes acerca dos recursos de mediação desenvolvidos. Como resultado, são apresentados alguns aportes para pensar, realizar e qualificar atividades pedagógicas assíncronas, coerentemente com jornadas formativas mediadas por tecnologias digitais, tem ocorrido nesses tempos de pandemia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this article is to encourage reflections and pedagogical initiatives in higher education, that are appropriate - but not restricted - to the educational context induced by the pandemic moment that started in 2020. For this, it is analysed a possible setting for teaching-learning activities in virtual learning environments (VLE), in a perspective of flipped classroom, blended, active and meaningful learning. The experience articulated synchronous activities (web conferences) and asynchronous activities (VLE); by scope and amplification, the purposeful effort turned to the analysis and discussion of the and impressions of professors and students about the mediation resources developed. As a result, some contributions are presented some contributions to thinking, performing, and qualifying asynchronous pedagogical activities, coherently with training journeys mediated by digital technologies, as has been happening in these pandemic times.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo principal de este artículo es fomentar reflexiones e iniciativas pedagógicas en la educación superior, adecuadas - pero no restringidas - al contexto educativo inducido por el momento pandémico iniciado em 2020. Para ello, se plantea un posible escenario para actividades de actividades pedagógicas en entornos virtuales de aprendizaje (EVA), analizadas en una perspectiva de aprendizaje/salón invertido, mixto, activo y significativo. La experiencia articuló actividades sincrónicas (conferencias web) y actividades asincrónicas (EVA); por alcance y amplificación, el presente esfuerzo propositivo está dirigido a analizar y discutir la composición y impresiones de profesores y estudiantes sobre los recursos de mediación desarrollados. Como resultado, se presentan algunos aportes para pensar, realizar y calificar actividades pedagógicas asincrónicas, de manera coherente con los recorridos formativos mediados por las tecnologías digitales, como viene sucediendo en estos tiempos de pandemia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[ambiente virtual de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[processo de ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem significativa]]></kwd>
<kwd lng="pt"><![CDATA[pandemia de Covid-19]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[virtual learning environment]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning process]]></kwd>
<kwd lng="en"><![CDATA[meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[Covid-19 pandemic]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[ambiente de aprendizaje virtual]]></kwd>
<kwd lng="es"><![CDATA[proceso de enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[Pandemia de Covid-19]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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