<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922021000100044</article-id>
<article-id pub-id-type="doi">10.20396/etd.v23i1.8656122</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TECNOLOGIAS, MÚLTIPLAS LINGUAGENS E PRÁTICAS PEDAGÓGICAS NA FORMAÇÃO SUPERIOR A DISTÂNCIA]]></article-title>
<article-title xml:lang="en"><![CDATA[TECHNOLOGIES, MULTIPLE LANGUAGES AND PEDAGOGICAL PRACTICES IN HIGHER DISTANCE EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[TECNOLOGÍAS, MÚLTIPLES LENGUAJES Y PRÁCTICAS PEDAGÓGICAS EN EDUCACIÓN SUPERIOR A DISTANCIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garbin]]></surname>
<given-names><![CDATA[Mônica Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Édison Trombeta de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Virtual do Estado de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de São Paulo Universidade Virtual do Estado de São Paulo Faculdade de Tecnologia de São Paulo]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>44</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922021000100044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922021000100044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922021000100044&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O uso de tecnologias na educação deve levar em conta as especificidades da área do conhecimento para, então, propor a demanda de seu uso pedagógico (SHULMAN, 1986; 1987; KOEHLER; MISHRA, 2005; 2008; OLIVEIRA; PICONEZ, 2016). Na Educação a Distância (EaD), os processos, metodologias e materiais costumam ser bastante padronizados, por questões de tempo e custos de produção. O presente artigo tem como objetivo identificar as práticas pedagógicas na EaD consideradas adequadas às áreas de conhecimento, a partir da visão de professores, alunos e mediadores. Para tanto, está em desenvolvimento uma pesquisa institucional em uma universidade pública virtual no Estado de São Paulo, que propõe o desenvolvimento de um modelo de oferta de disciplinas com base nas especificidades de cada área do conhecimento, tendo como base a tabela da Capes. Assim, após a organização das disciplinas ofertadas na instituição de acordo com as áreas do conhecimento, foram realizados grupos focais e aplicação de questionários com o público da universidade para o levantamento das práticas pedagógicas mais adequadas a cada área. Será proposto um conjunto de práticas pedagógicas para cada área e espera-se que uma nova definição de modelo de oferta de disciplinas, com a participação de toda a comunidade acadêmica, gere possibilidades acordadas ao modelo pedagógico adotado pela instituição e que também sirvam de parâmetro inclusive para outras instituições, além de promover a melhoria da organização interna da instituição no processo de aprendizagem dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The use of technologies in learning must consider the specificity the knowledge area and then propose a demand for its pedagogical use (SHULMAN, 1986, 1987; KOEHLER; MISHRA, 2005; 2008; OLIVEIRA; PICONEZ, 2016). In distance education, the processes, methodologies, and contents are usually quite standardized, due to production time and costs. This paper aims to identify best pedagogical practices in the distance education, considering a vision of teachers, students and tutors. For that, an institutional research is being developed at a virtual public university in the State of São Paulo, Brazil, which proposes the development of a model of course considering the specificities of each knowledge area, based on the Capes table. Thus, after the organization of the courses offered at the institution according to the areas of knowledge, focus groups and questionnaires were applied with the university public, in order to survey the pedagogical practices most appropriate to each area. For each area of knowledge, a set of pedagogical practices will be proposed, and it is expected that a new definition of the supply model of courses, with the participation of the entire academic community, will generate possibilities according to the pedagogical model adopted and also will serve as parameter to other institutions, as well as promoting the improvement of the internal organization for the students learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El uso de las tecnologías en la educación debe considerar las especificidades del área de conocimiento y luego proponer la demanda para su uso pedagógico (SHULMAN, 1986; 1987; KOEHLER; MISHRA, 2005; 2008; OLIVEIRA; PICONEZ, 2016). En la educación a distancia, los procesos, las metodologías y los materiales suelen estar muy estandarizados, debido al tiempo y a los costos de producción. El objetivo de este artículo es identificar las prácticas pedagógicas en educación a distancia consideradas apropiadas para las áreas de conocimiento, considerando la visión de profesores, estudiantes y mediadores. Para tanto, se está desarrollando una investigación institucional en una universidad pública virtual en el estado de São Paulo (Brasil), que propone el desarrollo de un modelo de ofrecimiento de asignatura que considere las especificidades de cada área de conocimiento, basado en la tabla de Capes. De este modo, después de organizar las asignaturas ofrecidas por la institución según las áreas de conocimiento, se realizaron grupos focales y cuestionarios con el público de la universidad, a fin de estudiar las prácticas pedagógicas más adecuadas para cada área. Se propondrá un conjunto de prácticas pedagógicas para cada área y se espera que una nueva definición del modelo de ofrecimiento de asignaturas, con la participación de toda la comunidad académica, genere posibilidades de acuerdo con el modelo pedagógico adoptado por la institución y también sirva como parámetro para otras instituciones, además de promover la mejora de la organización interna de la institución en el proceso de aprendizaje de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[Technologies]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practice]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías]]></kwd>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[VYGOTSKY]]></surname>
<given-names><![CDATA[Lev Semenovitch]]></given-names>
</name>
</person-group>
<source><![CDATA[A formação social da mente]]></source>
<year>1984</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
