<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822016000300302</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2016.3.20666</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Investigando modelos pedagógicos para educação a distância: desafios e aspectos emergentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Investigating educational models for distance education: challenges and emerging issues]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigando modelos educativos de educación a distancia: desafíos y cuestiones emergentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vendruscolo]]></surname>
<given-names><![CDATA[Maria Ivanice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Behar]]></surname>
<given-names><![CDATA[Patrícia Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>39</volume>
<numero>3</numero>
<fpage>302</fpage>
<lpage>311</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822016000300302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822016000300302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822016000300302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo apresenta uma investiga&#231;&#227;o qualitativa a respeito de modelos pedag&#243;gicos com &#234;nfase na educa&#231;&#227;o a dist&#226;ncia, a fim de identificar seus aspectos emergentes. Os avan&#231;os sociais, econ&#244;micos, culturais e tecnol&#243;gicos v&#234;m provocando mudan&#231;as nas pr&#225;ticas pedag&#243;gicas. Consequentemente, provocam o surgimento de novos modelos pedag&#243;gicos. Para tal, os dados do estudo foram obtidos no Simp&#243;sio Brasileiro de Inform&#225;tica na Educa&#231;&#227;o, relativos ao per&#237;odo de 2001 a 2014, por pesquisa bibliogr&#225;fica. E os resultados evidenciam que, de forma abrangente, os modelos pedag&#243;gicos da amostra atendem &#224;s caracter&#237;sticas da gera&#231;&#227;o emergente da EAD, com &#234;nfase na aprendizagem centrada no estudante: o primado da flexibilidade, o primado da intera&#231;&#227;o e o princ&#237;pio da inclus&#227;o digital. Contudo, observou-se, adicionalmente, a n&#227;o consolida&#231;&#227;o conceitual do termo modelo pedag&#243;gico pela comunidade cient&#237;fica, sendo empregado para designar, principalmente, estrat&#233;gias e ferramentas pedag&#243;gicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study presents a qualitative research on pedagogical models with an emphasis on distance education in order to identify their emerging aspects. Social, economic, cultural and technological advances have been causing changes in teaching practices. Consequently, cause the emergence of new pedagogical models. Data for the study were obtained from the Brazilian Symposium on Computer Education for the period 2001-2014, for bibliographic research. The results show that in a comprehensive manner, the pedagogical models of the sample meet the characteristics of the emerging generation of distance education, with an emphasis on student-centered learning, the primacy of flexibility, the primacy of interaction and the principle of digital inclusion. However, it has been observed, further, the non conceptual consolidation term teaching model by the scientific community, it is used to designate mainly education strategies and tools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio presenta una investigaci&#243;n cualitativa sobre modelos pedag&#243;gicos con un &#233;nfasis en la educaci&#243;n a distancia, con el fin de identificar sus aspectos emergentes. Avances sociales, econ&#243;micos, culturales y tecnol&#243;gicos han dado lugar a cambios en las pr&#225;cticas de ense&#241;anza. En consecuencia, causar la aparici&#243;n de nuevos modelos pedag&#243;gicos. Los datos para el estudio se obtuvieron del Simposio Brasile&#241;o de Inform&#225;tica Educativa para el per&#237;odo 2001-2014, para la literatura. Los resultados muestran que de una manera global, los modelos pedag&#243;gicos de la muestra cumplen con las caracter&#237;sticas de la generaci&#243;n emergente de la educaci&#243;n a distancia, con un &#233;nfasis en el aprendizaje centrado en el estudiante, la primac&#237;a de la flexibilidad, la primac&#237;a de la interacci&#243;n y el principio de la inclusi&#243;n digital. Sin embargo, se ha observado, adem&#225;s, el modelo de ense&#241;anza no conceptual plazo de consolidaci&#243;n por la comunidad cient&#237;fica, y se utiliza para designar principalmente las estrategias y herramientas de educaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Modelo Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Model]]></kwd>
<kwd lng="en"><![CDATA[Distance Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Modelo Pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Educación a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Formación del Profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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