<?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>S1981-416x2024000401392</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.083.ds07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aperfeiçoamento educativo ou gestão comunicacional? Uma análise da plataformização a partir do Moodle]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational improvement or communication management? An analysis of platformization based on Moodle]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Mejora educativa o gestión de la comunicación? Un análisis de la plataformatización basado en Moodle]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duci]]></surname>
<given-names><![CDATA[Juliana Rossi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nabuco]]></surname>
<given-names><![CDATA[Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[João Mauro Gomes Vieira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Faculdade de Ciências e Letras Departamento de Psicologia da Educação]]></institution>
<addr-line><![CDATA[Araraquara SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Araraquara SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>83</numero>
<fpage>1392</fpage>
<lpage>1412</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000401392&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000401392&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000401392&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Ao longo dos últimos anos, o uso de plataformas digitais de educação online tem adquirido proeminência no contexto educacional, situação que atingiu seu ápice durante a pandemia de Covid-19. Com o aumento da utilização dessas plataformas, é pertinente colocar a questão sobre qual seu significado pedagógico. O presente artigo pretende contribuir para a resposta a essa questão através da reconstrução de um caso empírico, composto por materiais publicitários e institucionais da plataforma Moodle, utilizando o método da Hermenêutica Objetiva. A partir dessa análise, foi possível reconstruir os elementos pedagógicos constitutivos da plataforma. Observou-se que, apesar de sua pretensão de aperfeiçoamento educativo, ela na prática se reduz a uma ferramenta comunicacional de aprendizagem técnica e de gestão de dados, operando de acordo com a racionalidade técnica e econômica que caracteriza a sociedade contemporânea e dirimindo o potencial pedagógico da atividade educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Over the past few years, the use of digital online education platforms has gained prominence in the educational context, a situation that reached its peak during the Covid-19 pandemic. With the increased use of these platforms, it is pertinent to ask the question of their pedagogical significance. This article aims to contribute to the answer to this question through the reconstruction of an empirical case, composed of advertising and institutional materials from the Moodle platform, using the Objective: Hermeneutics method. From this ranalysis, it was possible to reconstruct the pedagogical elements that constitute the platform. It was observed that, despite its claim to educational improvement, it is in fact reduced to a communicational tool for technical learning and data management, operating in accordance with the technical and economic rationality that characterizes contemporary society and reducing the pedagogical potential of educational activity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años, el uso de plataformas digitales de educación online ha ganado protagonismo en el contexto educativo, situación que alcanzó su punto máximo durante la pandemia de Covid-19. Con el creciente uso de estas plataformas, es pertinente plantearse la cuestión de su significado pedagógico. Este artículo pretende contribuir a la respuesta a esta pregunta a través de la reconstrucción de un caso empírico, compuesto por materiales publicitarios e institucionales de la plataforma Moodle, utilizando el método de la Hermenéutica Objetiva. De esta análisis fue posible inferir los elementos pedagógicos que constituyen la plataforma. Se observó que, a pesar de su pretensión de mejora educativa, en la práctica se reduce a una herramienta comunicacional para el aprendizaje técnico y la gestión de datos, operando de acuerdo con la racionalidad técnica y económica que caracteriza a la sociedad contemporánea y reduciendo el potencial pedagógico de la actividad educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Moodle]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Digitais da Informação e da Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Racionalidade técnica.]]></kwd>
<kwd lng="en"><![CDATA[Moodle]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technologies]]></kwd>
<kwd lng="en"><![CDATA[Technical Rationality.]]></kwd>
<kwd lng="es"><![CDATA[Moodle]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías de la Información y Comunicación]]></kwd>
<kwd lng="es"><![CDATA[Racionalidad Técnica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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