<?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>S1981-416x2018000200462</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.057.ao02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Comunidade de prática online à luz do pensamento complexo: uma experiência no SESC São Paulo]]></article-title>
<article-title xml:lang="en"><![CDATA[Community of online practice in the light of complex thinking: an experience at SESC São Paulo]]></article-title>
<article-title xml:lang="es"><![CDATA[Comunidad de práctica online a la luz del pensamiento complejo: una experiencia en el SESC São Paulo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Werley Carlos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pesce]]></surname>
<given-names><![CDATA[Lucila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hessel]]></surname>
<given-names><![CDATA[Ana Maria Di Grado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Serviço Social do Comércio  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>57</numero>
<fpage>462</fpage>
<lpage>477</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000200462&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000200462&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000200462&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda as interações vivenciadas por alunos em uma comunidade de prática online criada para dar sustentação a um curso no formato e-Learning, para funcionários da área de logística do Serviço Social do Comércio do Estado de São Paulo (Sesc SP). Trata-se de um estudo de caso etnográfico, cujo objetivo foi investigar o papel do fórum de discussões online tendo como fio condutor reflexões oriundas da teoria da complexidade, por meio de conceitos como autopoiese, auto-eco-organização e circularidade, usados como fundamentos explicativos dos aspectos observados. Os resultados mostram a utilização da educação online como meio de criar redes que podem contribuir para o fortalecimento de uma cidadania planetária, uma vez que explora uma proposta pedagógica ativa, dialógica e interativa, capaz de fomentar malhas solidárias de cooperação e a promoção de ambientes polissêmicos, que são favorecidos pelas reflexões advindas de problemas emergentes e suas possíveis soluções que podem ser instigadas por meio do protagonismo na formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article addresses the interactions experienced by students in an online community of practice designed to give support to a course in the e-Learning format to employees of the logistics department of the Social Services of the State of Commerce in São Paulo (SESC SP). This is a case study aiming to investigate the role of online discussion forums, taking as a guide a reflection derived from the complexity theory by concepts such as autopoiesis, self-eco-organization and circularity, here used as explanatory fundamentals of the observed aspects. The results show the use of online education as a mean to create networks that can contribute to the strengthening of a global citizenship as it explores an active pedagogical dialogical and technologically interactive approach, capable of promoting solidarity meshes of cooperation and polysemic environments that are favored by the reflections arising from emerging problems and possible solutions that can be instigated through the protagonism of formation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo aborda las interacciones vivenciadas por alumnos en una comunidad de práctica online creada para dar soporte a un curso en formato e-Learning, para funcionarios del área de logística del Servicio Social del Comercio del Estado de São Paulo (Sesc SP). Se trata de un estudio de caso etnográfico, cuyo objetivo fue investigar el papel del foro de discusiones en línea teniendo como hilo conductor reflexiones oriundas de la teoría de la complejidad, por medio de conceptos como autopoiesis, auto-eco-organización y circularidad como fundamentos explicativos aspectos observados. Los resultados muestran la utilización de la educación en línea como medio de crear redes que pueden contribuir al fortalecimiento de una ciudadanía planetaria, ya que explora una propuesta pedagógica activa, dialógica e interactiva, capaz de fomentar mallas solidarias de cooperación y la promoción de ambientes polisémicos, que son favorecidos por las reflexiones surgidas de problemas emergentes y sus posibles soluciones que pueden ser instigadas por medio del protagonismo en la formación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Comunidade de prática]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação online]]></kwd>
<kwd lng="en"><![CDATA[Community of practice]]></kwd>
<kwd lng="en"><![CDATA[Collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
<kwd lng="en"><![CDATA[Online education]]></kwd>
<kwd lng="es"><![CDATA[de práctica]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[Complejidad]]></kwd>
<kwd lng="es"><![CDATA[Educación en línea]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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