<?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>S1981-416x2020000100007</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.064.ds06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Didática e estilos de uso do virtual para a Educação a Distância]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogy and styles for virtual Distance Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Didácticas y estilos del uso del virtual para la Educación a Distancia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Daniela Melaré Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>64</numero>
<fpage>123</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Falar de educação a distância está além de discutir a sua importância e necessidade, mas também a sua qualidade e sustentabilidade, tendências essas contínuas nas agendas das organizações que discutem o tema e que indicam diretrizes para a educação mundial. Para tanto, entendemos por qualidade e sustentabilidade em EaD questões que envolvem a formação do docente, do tutor, a elaboração dos materiais, a orientação didático-pedagógica dos cenários, os ambientes virtuais de aprendizagem e o conceito didático utilizado. A evasão dos estudantes e os problemas de aprendizagem e autonomia relacionados com o campo da EaD passam pelas individualidades e competências, no ser e estar no online. Esse perfil relaciona-se com a forma de uso do virtual, e sua fluência na utilização constante dos espaços, interfaces e ferramentas que cada um desenvolve e apropria-se. Tendo essa assertiva como eixo de análise, o presente artigo vem destacar a importância dos estilos de uso do espaço virtual para as aprendizagens na Educação a Distância. Assim, o estudo realizado traz resultados de investigações já desenvolvidas, fundamentadas e validadas cientificamente, cujo objetivo foi caracterizar a forma de uso do virtual e a sua influência nas estratégias didático-pedagógicas nos cursos de educação a distância. A metodologia de investigação utilizada foi a qualitativa. Os resultados destacam características e elementos para entender como os estilos de uso do espaço virtual facilitam a elaboração de estratégias de aprendizagem para as práticas pedagógicas em educação a distância, sugerindo e orientando a forma de utilizar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Talking about distance education goes beyond discussing its importance and need, but also its quality and sustainability, trends that are continuous on the agendas of organizations that discuss the topic and that indicate guidelines for world education. We understand by quality and sustainability in distance education issues that involve the training of the teacher, the tutor, the preparation of materials, the didactic-pedagogical orientation of the scenarios, the virtual learning environments and the didactic concept used. The evasion of students and the problems of learning and autonomy related to the field of distance education go through individualities and skills in online. This profile is related to the way of using the virtual, and its fluency in the constant use of spaces, interfaces and tools that each one develops and appropriates. This statement in the article highlights the importance of styles of using virtual space for learning in Distance Education. Thus, the study brings results of investigations already developed, substantiated and scientifically validated to characterize the form of use of the virtual and its influence on didactic-pedagogical strategies in distance education courses. The research methodology used was qualitative. The results were characteristics and elements to understand how the styles of use of virtual space facilitate the development of learning strategies for pedagogical practices in distance education, suggesting and guiding the way to use it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Hablar sobre la educación a distancia va más allá de discutir su importancia y necesidad, pero también su calidad y sostenibilidad, tendencias que son continuas en las agendas de las organizaciones que discuten el tema y que indican pautas para la educación mundial. Con este fin, entendemos por calidad y sostenibilidad en temas de educación a distancia que involucran la capacitación del maestro, el tutor, la preparación de materiales, la orientación didáctico-pedagógica de los escenarios, los entornos virtuales de aprendizaje y el concepto didáctico utilizado. La evasión de los estudiantes y los problemas de aprendizaje y autonomía relacionados con el campo de la educación a distancia, pasan por individualidades y habilidades, en estar en línea. Este perfil está relacionado con la forma de usar lo virtual y su fluidez en espacios, interfaces y herramientas que cada uno desarrolla y se apropia. Con esta afirmación como eje de análisis, este artículo destaca la importancia de los estilos de uso del espacio virtual para el aprendizaje en la Educación a Distancia. Así, el estudio realizado arroja resultados de investigaciones desarrolladas, fundamentadas y validadas científicamente, cuyo objetivo era caracterizar la forma de utilizar lo virtual y su influencia en las estrategias didáctico-pedagógicas en los cursos de educación a distancia. La metodología de investigación utilizada fue cualitativa. Los resultados destacan características y elementos para comprender cómo los estilos de uso del espacio virtual facilitan el desarrollo de estrategias de aprendizaje para prácticas pedagógicas en educación a distancia, con orientaciones en la forma de usarlo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estilos de uso do espaço virtual]]></kwd>
<kwd lng="pt"><![CDATA[Educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e aprendizagem no assíncrono]]></kwd>
<kwd lng="en"><![CDATA[Styles of use of virtual space]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning in asynchronous]]></kwd>
<kwd lng="es"><![CDATA[Estilos de uso del espacio virtual]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y aprendizaje en asíncrono]]></kwd>
</kwd-group>
</article-meta>
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