<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172021000100501</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172021230122</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reflexões sobre o engajamento de estudantes no Ensino Remoto Emergencial]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflections on Student Engagement in Emergency Remote Learning]]></article-title>
<article-title xml:lang="es"><![CDATA[Reflexiones sobre el compromiso (engagement) de los estudiantes en la Enseñanza Remota de Emergencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinosa]]></surname>
<given-names><![CDATA[Tobias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Santo Antônio da Patrulha RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172021000100501&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172021000100501&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172021000100501&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Em estudo anterior sobre o engajamento dos estudantes de uma disciplina de Física em uma escola pública federal, reestruturada para o Ensino Remoto Emergencial (ERE) em função da pandemia da COVID-19, foram identificados indícios de engajamento discente nas dimensões cognitivo-comportamental (e.g., participação e compromisso com estratégias de estudo) e emocional (e.g., reações positivas e de identificação com a escola e os temas estudados). A partir das reflexões geradas durante o processo de arbitragem do trabalho mencionado, neste artigo são expandidas duas discussões: diferentes perspectivas teóricas e indicadores do construto engajamento; e fatores que podem influenciar o engajamento dos estudantes no ERE]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En un estudio anterior sobre el compromiso de los estudiantes en una materia de Física en una escuela pública federal, reestructurada para la Enseñanza Remota de Emergencia (ERE) debido a la pandemia de COVID-19, se identificaron evidencias de la participación de los estudiantes en las dimensiones cognitivo-conductual (p. ej., participación y compromiso con las estrategias de estudio) y emocional (p. ej., reacciones positivas y de identificación con la escuela y los temas estudiados). A partir de las reflexiones que se generaron durante el proceso de arbitraje del trabajo mencionado, en este artículo se amplían dos discusiones: diferentes perspectivas teóricas e indicadores del constructo compromiso (engagement); y factores que pueden influir en la participación de los estudiantes en el ERE.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In a previous study on the students engagement in a physics course in a federal public school, restructured for Emergency Remote Teaching (ERT) due to the COVID-19 pandemic, was pointed out evidences of student engagement in the cognitive-behavioral dimensions (e.g., participation and commitment to study strategies) and emotional (e.g., positive reactions and identification with the school and the themes studied). Based on the reflections risen up during the referee process of the mentioned research, two discussions are expanded in this paper: different theoretical perspectives and indicators of the engagement construct; and factors that can influence student engagement in the ERT.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Remoto Emergencial]]></kwd>
<kwd lng="pt"><![CDATA[Engajamento]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Remota de Emergencia]]></kwd>
<kwd lng="es"><![CDATA[Compromiso]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Emergency Remote Learning]]></kwd>
<kwd lng="en"><![CDATA[Engagement]]></kwd>
</kwd-group>
</article-meta>
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