<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762016000401484</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2016v14i4p1484</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mediação docente e distância transacional: uso do Facebook num mestrado em regime misto (b-learning)]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching mediation and transactional distance: use of Facebook in a master's degree course (b-learning system)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Lia Raquel]]></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>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>14</volume>
<numero>4</numero>
<fpage>1484</fpage>
<lpage>1498</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762016000401484&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762016000401484&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762016000401484&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Ensino a Dist&#226;ncia (EAD) continua a ser uma modalidade alternativa ao ensino presencial e nele persiste o problema da Dist&#226;ncia Transacional. N&#227;o sendo esta dist&#226;ncia apan&#225;gio do EAD, ela constitui um problema concreto, por&#233;m pass&#237;vel de minimiza&#231;&#227;o/resolu&#231;&#227;o. O professor pode exercer uma media&#231;&#227;o pedag&#243;gica caracterizada por um comportamento de suscitador, facilitador e orientador da aprendizagem. Para tal pode servir-se do Facebook para interagir com os estudantes, criando um ambiente de familiaridade e informalidade. Apresenta-se aqui um caso de leciona&#231;&#227;o num curso de mestrado acad&#233;mico em Educa&#231;&#227;o que funciona em regime b-learning e no qual foi usado o Facebook, para al&#233;m da plataforma institucional, como f&#243;rum de discuss&#227;o e espa&#231;o de partilha de trabalhos e sensibilidades. Para recolha de dados foram usadas as t&#233;cnicas da observa&#231;&#227;o e an&#225;lise de documentos. O curso desenrolou-se num ambiente de investiga&#231;&#227;o-a&#231;&#227;o cr&#237;tica no qual o professor investigou as suas pr&#225;ticas com a colabora&#231;&#227;o dos estudantes. Conclui-se que uma media&#231;&#227;o pl&#225;stica exercida pelo professor, servindo-se do sistema de rede social Facebook para criar um ambiente de familiaridade e informalidade, pode contribuir para superar a dist&#226;ncia transacional no ensino superior online.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Distance Learning continues to be an alternative modality to face-to-face settings and in distance learning the Transactional Distance problem persists. Not being this distance exclusive to distance learning, it is a concrete problem, but it can be minimized/resolved. The teacher can exercise a pedagogical mediation characterized by a behavior such as motivator, facilitator and guide to learning. For this one can use Facebook to interact with students, creating an atmosphere of familiarity and informality. Here we present a case of teaching in an academic master's degree course in Education that operates under a b-learning regime and in which Facebook was used, in addition to the institutional platform, as a forum for discussion and space for sharing of works and sensibilities. As techniques for data collection we used observation and document analysis. The course took place in a critical action research environment in which the teacher investigated his own practices with the collaboration of the students. It is concluded that a plastic mediation exercised by the teacher, using the social networking system Facebook to create an atmosphere of familiarity and informality, can contribute to overcome the transactional distance in online higher education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EAD, Ensino Superior Online]]></kwd>
<kwd lng="pt"><![CDATA[Distância Transacional]]></kwd>
<kwd lng="pt"><![CDATA[Novas Literacias]]></kwd>
<kwd lng="pt"><![CDATA[Facebook e Educação]]></kwd>
<kwd lng="en"><![CDATA[Distance Learning]]></kwd>
<kwd lng="en"><![CDATA[Online Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Transactional Distance]]></kwd>
<kwd lng="en"><![CDATA[New Literacies]]></kwd>
<kwd lng="en"><![CDATA[Facebook and Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
