<?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>S1676-25922023000100220</article-id>
<article-id pub-id-type="doi">10.20396/etd.v25i00.8665870</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENSINO REMOTO EMERGENCIAL: UMA ANÁLISE DO QUE PENSAM ESTUDANTES UNIVERSITÁRIOS ACERCA DESSE FENÔMENO A PARTIR DA TEORIA DAS REPRESENTAÇÕES SOCIAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[EMERGENCY REMOTE TEACHING: ANALYSI OF WHAT UNIVERSITY STUDENTS THINK ABOUT THIS LOOKING BY THE TEORY OF SOCIAL REPRESENTATION]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN REMOTA DE EMERGENCIA: UN ANÁLISIS DE LO QUE LOS UNIVERSITARIOS PIENSAN SOBRE ESTE FENÓMENO DESDE LA TEORÍA DE LAS REPRESENTACIONES SOCIALES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Virginia Renata Vilar da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bona]]></surname>
<given-names><![CDATA[Viviane de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Pernambuco Prefeitura Municipal do Paulista ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></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>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922023000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922023000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922023000100220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A pandemia do novo coronavírus desencadeou abruptas mudanças em diversos espaços da sociedade. No âmbito da educação, os efeitos da crise sanitária ainda são desconhecidos. Sabe-se apenas que a educação parte de um processo gradual de usabilidade tecnológica para uma realidade em que os meios virtuais se tornaram a única maneira de operacionalizar o processo de ensino. Com a finalidade de se aproximar dos sentidos gerais que circulam na formação inicial de professores nesse contexto pandêmico-tecnológico, este estudo objetivou compreender as diferentes impressões que estudantes de licenciaturas compartilham acerca do ensino remoto emergencial. A pesquisa, essencialmente qualitativa, ancora-se na Teoria das Representações Sociais. O método consistiu na aplicação virtual de um questionário de evocação hierarquizada de palavras, respondido por 100 participantes, dos quais 60% são oriundos de instituições públicas e 40% de instituições privadas. A análise foi desenvolvida com o suporte do Software Tri-Deux-Mots. Os resultados evidenciaram, por meio do plano fatorial de correspondência, distanciamentos dos sentidos existentes entre os grupos que cursaram disciplinas relacionadas às tecnologias digitais, 59 estudantes, e os grupos que não tiveram acesso a este conteúdo, 41 estudantes. Percebe-se que, enquanto as tecnologias digitais são evocadas como possibilidades educacionais por alguns perfis de alunos, isso se configura um enorme desafio para outros. Os achados também destacam reflexões distintas entre estudantes de universidades públicas e privadas, do ensino presencial e semipresencial acerca do ensino remoto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The new coronavirus pandemic brought a lot of abrupt changes in different areas of society. In education, the effects of the health crisis are still unknown, it is only known that education starts from a large process of technological usability to a reality where virtual means become the only way to realize the teaching process. With the purpose of approaching the general meanings that circulate in the initial training of teachers in this pandemic-technological context, this study aimed to understand the different impressions that teaching degree share about Emergency Remote education. Essentially qualitative research, the Theory of Social Representations is anchored (MOSCOVICI, 2012). The method consisted of the virtual application of a hierarchical word recall questionnaire (ABRIC, 2005), answered by 100 participants. The analysis was developed with the support of Tri- Deux-Mots Software. The results showed, through the factorial correspondence plan, distances from the existing meanings between the groups that attended disciplines related to digital technologies and the groups that did not have access to this content. It is noticed that while digital technologies are evoked as educational possibilities associated with some student profiles, it is configured as a huge challenge for others. It&#8217;s also showed the highlight different reflections among students from public and private universities, from the real and virtual classroom about remote teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La pandemia del Nuevo Coronavírus estableció cambios fuertes en muchos espacios de la sociedad. En el ámbito de la educación, los efectos de la crisis sanitaria aún son desconocidos, se sabe solamente que la educación parte de un proceso gradual de usabilidad tecnológica para una realidad donde los medios virtuales se tornan el único recurso para el manejo de la enseñanza. Con la finalidad de aproximar de los sentidos generales que circulan en la formación inicial de profesores en este contexto pandémico-tecnológico, este estudio tuvo como objetivo comprender las diferentes impresiones que comparten estudiantes de licenciatura acerca de la Enseñanza Remota de Emergencia. La investigación esencialmente cualitativa, está anclada a la Teoría de las Representaciones Sociales (MOSCOVICI, 2012). El método se constituye en la aplicación virtual de un cuestionario de evocación jerarquizada de palabras (ABRIC, 2005), respondido por 100 personas, de esas, 60% son de universidad público y 40% privados. El análisis fue desarrollado con el soporte del Software Tri-Deux- Mots. Los resultados evidenciaran, por medio del plan factorial de correspondencia, la distancia de los sentidos existentes entre los grupos que cursaran asignaturas relacionadas a las tecnologías digitales, 59 personas y los grupos que no tuvieran acceso a este contenido, 41 personas. Se percibe que mientras las tecnologías digitales son evocadas como posibilidades educacionales asociadas a algunos perfiles de alumnos, se configura como un enorme desafío para otros. Las descubiertas también destacan reflexiones distintas entre estudiantes de universidades públicas y privadas, de la enseñanza presencial e combinada acerca de la enseñanza remota.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[Modalidades de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Remoto]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teaching degree]]></kwd>
<kwd lng="en"><![CDATA[Teaching modalities]]></kwd>
<kwd lng="en"><![CDATA[Tecnology]]></kwd>
<kwd lng="en"><![CDATA[Remote learning]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Profesorado]]></kwd>
<kwd lng="es"><![CDATA[Modalidades de ensenãnza]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Remota]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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