<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2013000100012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas pedagógicas na perspectiva do hibridismo tecnológico digital]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Backes]]></surname>
<given-names><![CDATA[Luciana]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schlemmer]]></surname>
<given-names><![CDATA[Eliane]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,Unilasalle  ]]></institution>
<addr-line><![CDATA[RS ]]></addr-line>
</aff>
<aff id="A12">
<institution><![CDATA[,Unisinos  ]]></institution>
<addr-line><![CDATA[RS ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2013</year>
</pub-date>
<volume>13</volume>
<numero>38</numero>
<fpage>243</fpage>
<lpage>266</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2013000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2013000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2013000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Atualmente, as Tecnologias Digitais (TD) apresentam inúmeras possibilidades para a interação, a comunicação e a representação do conhecimento, favorecendo a configuração de espaços digitais virtuais de convivência, que potencializam os processos de ensinar e de aprender, numa perspectiva de hibridismo tecnológico digital. Nesse contexto, emergem questões como: quais são os aspectos no processo de ensinar e de aprender que contribuem para a configuração dos espaços de convivência no contexto do hibridismo tecnológico digital? Quais as características da prática pedagógica que podem favorecer uma formação para este tempo e este espaço? Para tanto, foram desenvolvidos processos de formação no Ensino Superior, contextos Brasil e França, na perspectiva do hibridismo tecnológico digital, o qual comportou as seguintes TD: ambiente virtual de aprendizagem; comunicador instantâneo; blog e metaverso. Os processos formativos se desenvolveram por meio da Metodologia de Projetos de Aprendizagem baseado em Problema (Brasil) e da Metodologia Pedagógica de Estudo de Caso (França). Os dados empíricos são as representações expressas nas TD, no processo de interação dos estudantes, submetidas à metodologia de análise de conteúdo. A análise de conteúdo, realizada no contexto das unidades de análise, passou por tratamentos de natureza qualitativa, quantitativa e, novamente, qualitativa. Esta análise complexa nos instigou à reflexão sobre as práticas pedagógicas como possibilidade de problematizar a realidade atual, utilizando as TD de maneira congruente. Assim, os estudantes são instigados a (re)significar a realidade atual, numa condição de responsabilidade em relação às TD, a fim de encontrar alternativas para a emancipação na construção de novos conhecimentos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Nowadays, Digital Technologies (DT) present a lot of opportunities for interaction, communication and knowledge representation, contributing to the configuration of digital virtual living spaces that enhance the processes of teaching and learning from the perspective of digital hybrid technology. In this context, questions emerge, such as: what are the aspects in the process of teaching and learning that contribute to the setting of living spaces in the context of hybrid digital technology? What are the characteristics of pedagogical practices that take advantage of a formation for this time and this space? Thus, we developed training processes in higher education contexts, Brazil and France, in view of the digital hybrid technology, which used the following DT: virtual learning environment, instant messenger, blog and metaverse. The formative processes developed by Project Methodology basedin Problem (Brazil) and the Methodology of Pedagogical Case Study (France). Empirical data representations are expressed in the DT, in the process of interaction between students and submitted to content analysis methodology. The content analysis performed by units of analysis, has undergone treatments qualitative, quantitative, and qualitative again. This complex analysis prompted us to reflect on teaching practices as a possibility to discuss the current reality, using the DT congruently. Thus, students are encouraged to (re)define the current reality, a condition of responsibility for the DT in order to find alternatives to emancipation in the construction of new knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Hibridismo Tecnológico Digital]]></kwd>
<kwd lng="pt"><![CDATA[Convivência de Natureza Digital Virtual]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Formação do Educador]]></kwd>
<kwd lng="en"><![CDATA[Digital Technological Hybridism]]></kwd>
<kwd lng="en"><![CDATA[Virtual Digital Living Nature]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practices]]></kwd>
<kwd lng="en"><![CDATA[Training Educator]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Pr&aacute;ticas pedag&oacute;gicas na perspectiva do hibridismo  tecnol&oacute;gico digital.</h2> <h3>Pedagogical practices  from the perspective of the digital technological hybridism.</h3>     <p>&nbsp;</p> <h4>Luciana Backes,  Eliane Schlemmer    <br> </h4> </font>      ]]></body><back>
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