<?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>S1981-416x2019000301174</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.062.ds13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Realidade aumentada na escola: experiências de aprendizagem em espaços híbridos]]></article-title>
<article-title xml:lang="en"><![CDATA[Augmented reality practices in school settings: learning experiences in hybrid spaces]]></article-title>
<article-title xml:lang="es"><![CDATA[Realidad aumentada en la escuela: experiencias de aprendizaje en espacios híbridos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bassani]]></surname>
<given-names><![CDATA[Patrícia Scherer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Feevale  ]]></institution>
<addr-line><![CDATA[Novo Hamburgo RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>62</numero>
<fpage>1174</fpage>
<lpage>1198</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000301174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000301174&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000301174&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As tecnologias de realidade aumentada possibilitam experiências em espaços híbridos, misturando o físico e o virtual por meio de representações tridimensionais. Este estudo tem por objetivo compartilhar práticas educativas em realidade aumentada desenvolvidas no contexto escolar e refletir sobre o envolvimento e a participação dos alunos na criação desses espaços híbridos. O estudo, de natureza aplicada e abordagem qualitativa, se apoia no método da Cartografia. Os dados foram produzidos no contexto do projeto Ambientes de Aprendizagem na Web desenvolvido na Universidade Feevale. Durante os anos de 2017 e 2018 foram propostas e desenvolvidas nove práticas educativas com o uso dos aplicativos Quiver e HP_Reveal. As práticas foram analisadas à luz de três categorias de participação: passiva, ativa e perceptiva. Na categoria de participação passiva o espectador observa, explora a obra; na participação ativa o espectador se torna parte da obra, explorando, intervindo, a fim de colaborar com a construção da mesma; na participação perceptiva, o espectador e o autor estabelecem uma relação recíproca, a partir da interatividade, que pode estar imposta através de interfaces computacionais. Resultados mostram que as experiências de aprendizagem em realidade aumentada desenvolvidas possibilitaram a imersão do sujeito/aluno no espaço híbrido por meio de práticas de participação ativa e perceptiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Augmented reality technologies allow experiences in hybrid spaces, which means spaces that mix the physical and the virtual through three-dimensional representations. This study aims to present educational practices developed in the school context using augmented reality technologies and to reflect on the involvement and participation of students in the creation of these hybrid spaces. The study has an applied and qualitative approach and is based on the Cartography method. The data were produced in the context of the project &#8220;Ambientes de aprendizagem na web&#8221; (Learning environments on the web) developed at Feevale University. During 2017 and 2018, nine educational practices were proposed and developed using Quiver and HP_Reveal applications. The practices were analyzed based on three categories of participation: passive, active, and perceptive. In the passive participation category, the spectator observes and explores the work; in the active participation the spectator becomes part of the work, exploring and intervening, in order to collaborate with this work&#8217;s construction; in the perceptive participation, the viewer and the author establish a reciprocal relationship, based on interactivity, which may be imposed through computational interfaces. Results show that the augmented reality learning experiences developed allowed the immersion of the subject / student in the hybrid space through active and perceptive participation practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las tecnologías de realidad aumentada posibilitan experiencias en espacios híbridos, mezclando lo físico y lo virtual por medio de representaciones tridimensionales. Ese estudio tiene por objetivo compartir prácticas educativas en realidad aumentada desarrolladas en el contexto escolar y reflexionar sobre cómo se involucran y cómo participan los alumnos en la creación de esos espacios híbridos. El estudio, de naturaleza aplicada y enfoque cualitativo, se apoya en el método de la Cartografía. Los datos fueron producidos en el contexto del proyecto &#8220;Ambientes de Aprendizagem na Web&#8221; desarrollado en la Universidad Feevale. Durante los años de 2017 y 2018 se propusieron y se desarrollaron nueve prácticas educativas con el uso de las aplicaciones Quiver y HP Reveal. Las prácticas fueron analizadas a la luz de tres categorías de participación: pasiva, activa y perceptiva. En la categoría de participación pasiva el espectador observa, explora la obra; en la participación activa, el espectador se convierte en parte de la obra, explorando, interviniendo a fin de colaborar con la construcción de la misma; en la participación perceptiva, el espectador y el autor establecen una relación recíproca, a partir de la interactividad, que puede estar impuesta a través de interfaces computacionales. Los resultados revelan que las experiencias de aprendizaje en realidad aumentada desarrolladas posibilitaron la inmersión del sujeto / alumno en el espacio híbrido por medio de prácticas de participación activa y perceptiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[Realidade aumentada]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology]]></kwd>
<kwd lng="en"><![CDATA[Augmented reality]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="es"><![CDATA[educativa]]></kwd>
<kwd lng="es"><![CDATA[Realidad aumentada]]></kwd>
<kwd lng="es"><![CDATA[Formación de professores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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