<?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>S1981-416x2022000100118</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.22.072.ao08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino remoto emergencial e a docência na educação superior: tendências de pesquisas]]></article-title>
<article-title xml:lang="en"><![CDATA[Emergency remote education and higher education teaching: research trends]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza remota de emergencia y docencia en la educación superior: tendencias de investigación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Deimlinga]]></surname>
<given-names><![CDATA[Natalia Neves Macedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Aline Maria de Medeiros Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Campo Mourão PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>72</numero>
<fpage>441</fpage>
<lpage>471</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2022000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2022000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2022000100118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Considerando a relevância de estudos que realizem mapeamentos para desvendar e examinar o conhecimento já elaborado apontando os enfoques e as lacunas existentes sobre determinado tema, objetivou-se com este trabalho traçar as principais características e tendências dos artigos publicados no Brasil que discutem os impactos do ensino remoto emergencial (ERE) na formação e no trabalho dos professores da educação superior. Para tanto, tomou-se como fonte de dados 33 artigos publicados entre 2020 e 2021, disponíveis em quatro repositórios científicos: Scielo, Portal de Periódicos da Capes, Scopus e Google Acadêmico. Trata-se de um estudo bibliográfico de abordagem qualitativa do tipo estado do conhecimento. Para a análise, foram consideradas as áreas de conhecimento, regiões do país, temas, objetivos e abordagens metodológicas adotadas pelos trabalhos selecionados. Entre outros aspectos, foi possível identificar a ausência de trabalhos das áreas de Ciências Biológicas, Ciências Agrárias e Ciências Sociais Aplicadas e observar que, embora os estudos sobre as percepções dos professores, marcados sobretudo por depoimentos e relatos da experiência profissional, configurem-se como o principal tipo de pesquisa realizada, são poucos os artigos publicados por autores de instituições privadas ou que tomem como base dados provenientes dessas instituições. Além disso, foi identificada uma escassez de estudos que discutem os impactos do ERE na percepção de professores que atuam em cursos de licenciatura. Espera-se com este trabalho oferecer a quem se interessar uma percepção acerca da evolução dos estudos sobre o tema, configurando-se como base para o desenvolvimento de ações e pesquisas futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Considering the relevance of studies that conduct mapping to examine the knowledge that has been developed, pointing out existing approaches and gaps on a given topic, the objective of this work was to trace the main characteristics and trends of the articles published in Brazil that discuss the impacts of emergency remote education on the training and work of higher education teachers. For this, 33 articles published between 2020 and 2021, available in four scientific repositories, were used as a data source: Scielo, Capes Journal Portal, Scopus and Academic Google. This is a bibliographic study with a qualitative approach of the state of knowledge type. For the analysis, the areas of knowledge, regions of the country, themes, objectives, and methodological approaches adopted by the selected papers were considered. Among other aspects, it was possible to identify the absence of papers from Biological Sciences, Agricultural Sciences, and Applied Social Sciences, and to observe that, although the studies on teachers' perceptions, mostly marked by testimonies and reports of professional experience, are the main type of research carried out, there are few articles published by authors from private institutions or based on data from these institutions. In addition, a paucity of studies discussing the impacts of emergency remote learning on the perception of teachers working in undergraduate courses was identified. This work is expected to offer to whoever is interested a perception about the evolution of the studies on the subject, configuring itself as a basis for the development of future actions and research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Considerando la relevancia de los estudios que realizan mapeos para examinar el conocimiento ya desarrollado, señalando los enfoques y brechas existentes sobre un tema determinado, este trabajo tiene como objetivo rastrear las principales características y tendencias de los artículos publicados en Brasil que discuten los impactos de la enseñanza remota de emergencia en la formación y el trabajo de los docentes de educación superior. Para ello, se tomó como fuente de datos 33 artículos publicados entre 2020 y 2021, disponibles en cuatro repositorios científicos: Scielo, Portal Capes, Scopus y Google Académico. Esto es un estudio bibliográfico con un enfoque cualitativo del tipo estado de conocimiento. Para el análisis, se consideraron las áreas de conocimiento, regiones del país, temas, objetivos y enfoques metodológicos adoptados por los trabajos seleccionados. Entre otros aspectos, se pudo identificar la ausencia de trabajos en las áreas de Ciencias Biológicas, Ciencias Agrícolas y Ciencias Sociales Aplicadas y observar que, si bien los estudios sobre la percepción de los docentes, marcados sobre todo por declaraciones e informes de experiencia profesional, se configuran como el principal tipo de investigación realizada, existen pocos artículos publicados por autores de instituciones privadas o basados en datos de estas instituciones. Además, se identificó una escasez de estudios que discutan los impactos de la enseñanza remota de emergencia en la percepción de los profesores que trabajan en cursos de docencia. Se espera que este trabajo ofrezca a los interesados una visión sobre la evolución de los estudios sobre el tema, constituyendo una base para el desarrollo de futuras acciones investigaciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Remoto Emergencial]]></kwd>
<kwd lng="pt"><![CDATA[Docência no ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="en"><![CDATA[Emergency Remote Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching in higher education]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza remota de emergencia]]></kwd>
<kwd lng="es"><![CDATA[Docencia en educación superior]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</nlm-citation>
</ref>
</ref-list>
</back>
</article>
