<?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[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>S1809-38762019000200646</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i2p646-672</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENSINO HÍBRIDO E MULTIMODALIDADE EM CONTEXTOS EDUCACIONAIS GAMIFICADOS]]></article-title>
<article-title xml:lang="en"><![CDATA[BLENDED LEARNING AND MULTIMODALITY IN GAMAGED EDUCATIONAL CONTEXTS]]></article-title>
<article-title xml:lang="es"><![CDATA[ENSEÑANZA HÍBRIDA Y MULTIMODALIDAD EN CONTEXTOS EDUCATIVOS GAMIFICADOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[João Carlos Diniz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PIMENTEL]]></surname>
<given-names><![CDATA[Fernando Silvio Cavalcante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>646</fpage>
<lpage>672</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000200646&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000200646&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000200646&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A cultura do hibridismo e da multimodalidade configura-se na convivência harmônica entre diferentes tecnologias analógicas e digitais, com momentos de interação em espaços presenciais físicos e online. O presente artigo trata sobre as possibilidades pedagógicas do modelo híbrido de ensino e a utilização de espaços multimodais em contextos educacionais gamificados e como a literatura sobre a temática apresenta o aluno diante desse contexto. Este estudo usa como metodologia a pesquisa bibliográfica, através de um processo de imersão no conhecimento existente e disponível sobre a temática para ampliar horizontes e inspirar novos estudos, fornecendo um marco de referências. O trabalho traz como principais contribuições científicas um estudo teórico bibliográfico significativo a respeito da personalização e descentralização dos espaços de aprendizagem que são possibilitadas pela utilização do hibridismo tecnológico e da multimodalidade, destacando conceitos, características e aplicabilidades e concepções a respeito do processo e do percurso cognitivo de aprender diante de um contexto social midiático onde as Tecnologias Digitais da Informação e Comunicação (TDIC) permitem uma nova configuração e designer do espaço educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The culture of hybridism and multimodality is configured in the harmonious coexistence between different analog and digital technologies, with moments of interaction in physical and online physical spaces. This article deals with the pedagogical possibilities of the hybrid model of teaching and the use of multimodal spaces in educational contexts and how the literature on the subject presents the student in this context. This study uses bibliographic research as a methodology, through a process of immersion in existing knowledge and available on the theme to broaden horizons and inspire new studies, providing a framework of references. The work brings as main scientific contributions a significant theoretical bibliographical study regarding the personalization and decentralization of the learning spaces that are made possible by the use of technological hybridism and multimodality, highlighting concepts, characteristics and applicability and conceptions regarding the process and the cognitive path to learn from a social media context where the Digital Information and Communication Technologies allow a new configuration and designer of the educational space.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La cultura del hibridismo y de la multimodalidad se configura en la convivencia armónica entre diferentes tecnologías analógicas y digitales, con momentos de interacción en espacios presenciales físicos y online. El presente artículo trata sobre las posibilidades pedagógicas del modelo híbrido de enseñanza y la utilización de espacios multimodales en contextos educativos gamificados y cómo la literatura sobre la temática presenta al alumno ante ese contexto. Este estudio utiliza como metodología la investigación bibliográfica, a través de un proceso de inmersión en el conocimiento existente y disponible sobre la temática para ampliar horizontes e inspirar nuevos estudios, proporcionando un marco de referencias. El trabajo trae como principales contribuciones científicas un estudio teórico bibliográfico significativo respecto a la personalización y descentralización de los espacios de aprendizaje que son posibilitadas por la utilización del hibridismo tecnológico y de la multimodalidad, destacando conceptos, características y aplicaciones y concepciones acerca del proceso y del recorrido cognitivo de aprender ante un contexto social mediático donde las Tecnologías Digitales de la Información y la Comunicación (TDIC) permiten una nueva configuración y diseñador del espacio educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Descentralização]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Decentralization]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Descentralización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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