<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062018000300448</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol28.n59.p448-469</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[GESTÃO EM EAD: A AFETIVIDADE NA VISÃO DE TUTORES E ALUNOS]]></article-title>
<article-title xml:lang="en"><![CDATA[MANAGEMENT IN DISTANCE EDUCATION: THE AFFECTIVITY IN THE VIEW OF TUTORS AND STUDENTS]]></article-title>
<article-title xml:lang="es"><![CDATA[GESTIÓN EN EAD (EDUCACIÓN A DISTANCIA): LA AFECTIVIDAD EN LA VISIÓN DE TUTORES Y ALUMNOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Joventina Firmino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendonça]]></surname>
<given-names><![CDATA[Cláudio Márcio Campos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendonça]]></surname>
<given-names><![CDATA[Anna Valeska Procópio de Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Amapá  ]]></institution>
<addr-line><![CDATA[Macapá Amapá]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Amapá  ]]></institution>
<addr-line><![CDATA[Macapá Amapá]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>28</volume>
<numero>59</numero>
<fpage>448</fpage>
<lpage>469</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062018000300448&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062018000300448&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062018000300448&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Os avanços da TI estabeleceram mudanças significativas no processo de ensino-aprendizagem, trazendo novas possibilidades para a Educação a Distância, além de novos desafios, como os relacionamentos, a interatividade e a afetividade. Esta é um elemento relevante a ser considerado no processo de aprendizagem, por constituir-se como aspecto motivador e facilitador da mesma, o presente trabalho visa descrever na percepção de tutores e alunos as relações de afetividade na educação a distância de um curso de Pós-Graduação Lato Sensu. Para tanto, adotou-se uma abordagem metodológica de natureza qualitativa, de inspiração fenomenológica, com a utilização de entrevistas semi estruturadas, realizadas com sete participantes (tutores e alunos) da primeira turma concluinte do curso de Pós-Graduação do SENAC-RN. Foi utilizada a técnica de análise do conteúdo, e observou que é possível fazer educação à distância em um ambiente virtual de aprendizagem com afetividade; o reconhecimento da importância das relações pedagógicas mais satisfatórias pautadas na compreensão das emoções; o potencial de cada um, tutor e aluno, ao ser considerado dentro de um ambiente afetivo, mesmo entre interações adversas, possibilita a motivação necessária para que os resultados do processo ensino aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Advances in IT have established significant changes in the teaching-learning process, bringing new possibilities for distance education, as well as new challenges such as relationships, interactivity and affectivity. Affectivity is an important variable to be considered in the learning process, as it presents itself as a facilitator and motivator aspect of the same element, the present study aims to describe the perceptions of tutors and students the relationship of affection in a distance education course Post Sensu Lato. To this end, we adopted a methodological approach of qualitative nature and phenomenological inspiration, using semi-structured interviews conducted with seven participants (tutors and students), who finished the first class of the Graduate course of Senac-RN. The technique of content analysis was used, and it was noted that it is possible to do distance education in a virtual learning environment with affection; recognition of the importance of the most satisfying pedagogical relationships based on understanding the emotions. The potential of each tutor and student, when considered within a nurturing environment, even in adverse interactions, allows for the necessary motivation for the results of the learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El avance en la TI (Tecnología de la Información) se ha establecido un cambio significativo en el proceso de enseñanza-aprendizaje, resultando en nuevas posibilidades para la Educación a distancia, además de nuevos desafíos, como las relaciones, la interactividad y la afectividad. Es un elemento importante a ser considerado en el proceso de aprendizaje, por constituirse como un aspecto motivador y facilitador de la misma; el presente trabajo apunta en describir en la percepción de tutores y alumnos las relaciones de afectividad en la educación a distancia de un curso de Postgrado Lato Sensu. Para ello, se adoptó un enfoque metodológico de carácter cualitativo, de inspiración fenomenológica, con el empleo de entrevistas semiestructuradas, realizadas con siete personas (tutores y alumnos), miembros de la primera clase concluyente del curso de Postgrado del SENAC-RN. Se utilizó la técnica de análisis del contenido, y constató que es posible hacer la educación a distancia en un ambiente virtual de aprendizaje con afectividad; el reconocimiento de la relevancia de las relaciones pedagógicas más satisfactorias ordenadas en la comprensión de las emociones; el potencial de cada uno, tutor y alumno, a ser respetado dentro de un ambiente afectivo, aunque entre interacciones adversas, promueve la motivación necesaria para que los resultados del proceso de enseñanza-aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação à distância]]></kwd>
<kwd lng="pt"><![CDATA[Interatividade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[Affectivity]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Afectividad]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza-aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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