<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092020000100165</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.15.15805.091</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os desafios de educar através da Zoom em contexto de pandemia: investigando as experiências e perspetivas dos docentes portugueses]]></article-title>
<article-title xml:lang="en"><![CDATA[The challenges of educating through Zoom in a pandemic context: investigating the experiences and perspectives of Portuguese teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Los desafíos de educar a través de Zoom en un contexto de pandemia: investigar las experiencias y perspectivas de los docentes portugueses]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Hugo Miguel Ramos dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação Doutor em Ciências da Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092020000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092020000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092020000100165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Com a pandemia de Covid-19 a forma de manter a continuidade do ensino nos moldes mais regulares possíveis foi a educação à distância. Contudo, essa emigração rápida e imprevista para ambientes virtuais revelou um conjunto de desafios de adaptação que questionam a preparação das escolas para adesão a esta modalidade de ensino. Com enfoque nas perspetivas de docentes portugueses sobre as suas experiências de ensino online, e metodologicamente, sustentado na realização de 5 grupos focais online via Zoom (N=32), este artigo explora os desafios sentidos por estes profissionais. Como resultados, foram identificados 4 tipos de desafios: comunicacionais (monólogos digitais e exaustão psicológica), pedagógicos (falta de competências, avaliação e sobrecarga de trabalhos e a impossibilidade de aulas práticas), sociais (incompatibilidades com a vida pessoal e gestão de conflitos) e tecnológicos (falta de recursos e tecnofobia).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: With the Covid-19 pandemic, distance education was the main way to maintain teaching continuity. However, this rapid and unforeseen emigration to virtual environments revealed a set of adaptation challenges that question the preparation of schools to adhere to this teaching modality. Focusing on the perspectives of Portuguese teachers about their online teaching experiences, this article explores the challenges experienced by these professionals. Methodologically, it is supported by the realization of 5 focus groups online via Zoom (N = 32). As a result, it was identified 4 types of challenges: communication (digital monologues and psychological exhaustion), pedagogical (lack of skills, evaluation/overload of work and the impossibility of practical classes), social (incompatibilities with personal life and conflict management) and technological (lack of resources and technophobia).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Con la pandemia de Covid-19, la educación a distancia fue la principal forma de mantener la continuidad de la enseñanza. Sin embargo, esta emigración rápida e imprevista a entornos virtuales reveló un conjunto de desafíos de adaptación que cuestionan la preparación de las escuelas para adherirse a esta modalidad de enseñanza. Centrándose en las perspectivas de los profesores portugueses sobre sus experiencias de enseñanza en línea, este artículo explora los desafíos experimentados por estos profesionales. Metodológicamente, se apoya en la realización de 5 grupos focales en línea através de Zoom (N=32). Como resultado, desafíos de comunicación (monólogos digitales y agotamiento psicológico), pedagógicos (falta de habilidades, evaluación y sobrecarga de trabajo y la imposibilidad de clases prácticas), sociales (incompatibilidades con la vida personal y gestión de conflictos) y tecnológicos (falta de recursos y tecnofobia).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação à distância]]></kwd>
<kwd lng="pt"><![CDATA[E-learning]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19.]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[E-learning]]></kwd>
<kwd lng="en"><![CDATA[Covid-19.]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[E-learning]]></kwd>
<kwd lng="es"><![CDATA[COVID-19.]]></kwd>
</kwd-group>
</article-meta>
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