<?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>S1981-416x2019000100269</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.060.ds12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ecossistemas da aprendizagem na era digital: considerações sobre uma formação para professores na perspectiva da educação inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Ecosystems of learning in the digital age: considerations about a teacher training in the inclusive education perspective]]></article-title>
<article-title xml:lang="es"><![CDATA[Ecosistemas de aprendizaje en la era digital: consideraciones sobre una formación de profesores en la perspectiva de la educación inclusiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zaduski]]></surname>
<given-names><![CDATA[Jeong Cir Deborah]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Ana Virginia Isiano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schlünzen Junior]]></surname>
<given-names><![CDATA[Klaus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>60</numero>
<fpage>269</fpage>
<lpage>287</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000100269&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000100269&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000100269&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esse artigo nasce como um convite à reflexão sobre as possibilidades de uma proposta de aprendizagem que não tenha como foco apenas o aprendiz, ou o seu ambiente formal de aprendizagem e sim, todo o ecossistema que permeia os processos formativos, com especial ênfase nas possibilidades de fomento à inclusão na educação a distância. Para tanto, compartilhamos um excerto de duas teses de doutorado em desenvolvimento, cujo eixo articulador é uma formação para professores elaborada em parceria entre duas universidades (uma no estado de São Paulo e uma na Flórida, EUA), fundamentada nos pressupostos da abordagem Construcionista, Contextualizada e Significativa (SCHLÜNZEN, 2015). De natureza qualitativa, do tipo investigação-ação, o estudo tem o intuito de fomentar discussões sobre as possibilidades da educação a distância enquanto um espaço de encontro e inclusão. Os resultados iniciais demonstraram alguns dos benefícios tangíveis quando se trabalha em âmbito internacional e colaborativo, com base na Abordagem CCS, para a construção de ambientes de aprendizagem on-line. Embora se trate de um processo em desenvolvimento, acreditamos que o estudo é importante por fomentar discussões no que tange à promoção de ecossistemas de aprendizagem alicerçados no trabalho colaborativo, no respeito e na inclusão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper was designed as an invitation to reflect on the possibilities of a learning proposal where the core is not only the learner, or his formal learning environment, but, the whole ecosystem that permeates training processes, with special emphasis on fostering inclusion in distance education. To do so, we share an excerpt of two doctoral theses in development, whose articulating axis is a teacher training developed in partnership between two universities (one in the state of São Paulo and one in Florida, USA), grounded on the Constructionist, Contextualized and Significant Approach (SCHLÜNZEN, 2015). With a qualitative nature and a research-action type, the study aims to foster discussions about the possibilities of distance education as a space of engagement and inclusion. Initial results have demonstrated some of the tangible benefits that are possible when working internationally and collaboratively grounded on the CCS Approach aiming to build online learning environments. Although it is still a process under development, we believe that the study is important because it fosters discussions about the promotion of learning ecosystems grounded on collaborative work, respect and inclusion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este documento fue diseñado como una invitación a reflexionar sobre las posibilidades de una propuesta de aprendizaje donde el núcleo no es solo el aprendiz o su entorno de aprendizaje formal, sino todo el ecosistema que impregna los procesos de capacitación, con especial énfasis en fomentar la inclusión en la educación a distancia. Para ello, compartimos un extracto de dos tesis doctorales en desarrollo, cuyo eje articulador es una formación docente desarrollada en asociación entre dos universidades (una en el estado de São Paulo y una en Florida, EE. UU.), basada en el enfoque Construccionista, Contextualizado y Significativo (SCHLÜNZEN, 2015). Con una naturaleza cualitativa y un tipo de investigación-acción, el estudio pretende fomentar las discusiones sobre las posibilidades de la educación a distancia como un espacio de participación e inclusión. Los resultados iniciales han demostrado algunos de los beneficios tangibles que son posibles cuando se trabaja a nivel internacional y se basa en el enfoque de CCS para crear entornos de aprendizaje en línea. Aunque todavía es un proceso en desarrollo, creemos que el estudio es importante porque fomenta las discusiones sobre la promoción de ecosistemas de aprendizaje basados en el trabajo colaborativo, el respeto y la inclusión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem CCS]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[CCS Approach]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Enfoque CCS]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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