<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442021000100267</article-id>
<article-id pub-id-type="doi">10.5902/1984644461310</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudos sobre Pedagogia Universitária e Didática do/no Ensino Superior: itinerários de uma experiência em tempos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Studies on University Pedagogy and Didactic of/in Higher Education: itineraries of an experience in times of pandemic]]></article-title>
<article-title xml:lang="es"><![CDATA[Estudios sobre Pedagogía Universitaria y Didáctica de la/en la Educación Superior: itinerarios de una experiencia en tiempos de pandemia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Severo]]></surname>
<given-names><![CDATA[José Leonardo Rolim de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Rayssa Maria Anselmo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carreiro]]></surname>
<given-names><![CDATA[Gabriela da Nóbrega]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442021000100267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442021000100267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442021000100267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Conferir à Didática lugar de centralidade no contexto da formação docente para o Ensino Superior constitui-se em uma demanda atual e urgente. Pensar esta demanda em meio a cenários de (re)estruturação e interrompimento das atividades presenciais de ensino, em função da pandemia da Covid-19, a torna ainda mais desafiadora. Por essa razão, o presente trabalho busca compreender e discutir a experiência de ensino remoto da disciplina &#8220;Pedagogia Universitária e Didática do/no Ensino Superior&#8221;, a qual se configurou em um laboratório para experimentações coletivas que, atravessadas pelas especificidades do contexto pandêmico, puseram em articulação o estudo dos temas programáticos e modos alternativos de ensinar e aprender remotamente. Ou seja, permitiram, ao docente e às/os discentes, aproximarem-se criticamente do ensino remoto, na medida em que se exercitaram diálogos teóricos e experiências de mediação tecnológica que sinalizaram a importância da Didática como espaço para pensar as finalidades, mediações e condicionantes do ensino, especialmente nesse contexto. Assim, consiste num Relato de Experiência, pautando-se por dados coletados junto aos/às discentes por meio de um questionário virtual e em registros vivenciais das/o autoras/or. Consideramos que a transição para o ensino remoto nos auxilia a recuperar as práticas desenvolvidas na sala de aula presencial e confrontá-las com a necessidade de configurar novos modos de estruturação didático-curricular que propiciem condições para o desenvolvimento da aprendizagem pelo engajamento, construção e compartilhamento de saberes em redes colaborativas com o suporte de tecnologias educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Giving Didactics a central place in the context of teacher education for Higher Education is a current and urgent demand. Thinking about this demand amid scenarios of (re) structuring and interrupting face-to-face activities makes it even more challenging. For this reason, this paper seeks to comprehend the remote teaching experience of the subject &#8220;University Pedagogy and Didactics of / in Higher Education&#8221;, which constituted a laboratory for collective experiments that, crossed by the specificities of the pandemic context, brought together the study of programmatic themes and alternative ways of teaching and learning remotely. In other words, it allowed teachers and students to critically approach remote education, as theoretical dialogues and technological mediation experiences were exercised that signaled the importance of Didactics as a space to think about the purposes, mediations and conditions of the teaching, especially in this context. Thus, the methodological character of this paper consists of an Experience Report, based on data collected from the students through a virtual questionnaire and experiential records of the authors'. From this point of view, the transition to remote teaching helps us to recover the practices developed in the classroom and confront them with the need to configure new modes of didactic-curricular structuring that provide conditions for the development of learning through engagement, construction and sharing of knowledge in collaborative networks with the support of educational technologies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Dar un lugar de centralidad a la Didáctica en un contexto de formación docente para la Educación Superior es una demanda actual y urgente. Pensar en esta demanda con la (re)estructuración e interrupción de las actividades de enseñanza, debido a la pandemia del Covid-19, se torna más desafiante. Por ello, el presente trabajo busca compreender la experiencia de enseñanza remota de la disciplina &#8220;Pedagogía y Didáctica de la Universidad de Educación Superior&#8221;, la cual se constituyó en un laboratorio de experimentación colectiva que, cubriendo las especificidades del contexto pandémico, articuló el estudio de temas programáticos y formas alternativas de aprendizaje y enseñanza remota. O sea, permitiran, al docente y a los alumnos, un enfoque crítico de la enseñanza remota, a medida que fuerón emergiendo diálogos teóricos y experiencias de mediación tecnológica, que resaltaran la importancia de la Didáctico como espacio de reflexiónes sobre propósitos, mediaciones y condiciones del enseñanza, especialmente en este contexto. Así, el carácter metodológico de este texto consiste en un Informe de Experiencia, basado en datos recopilados de los estudiantes a través de un cuestionario virtual y los registros de las experiencias de los autores. Creemos que la transición a la enseñanza remota nos ayuda a rescatar las prácticas que se dan en el aula y a enfrentar las necesidades de configurar nuevas formas de estructuración didáctico-curricular que aporten las condiciones para el desarrollo del aprendizaje a través de la educación, la construcción y compartir conocimientos en redes colaborativas con ek soporte de las tecnologías educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Didactic]]></kwd>
<kwd lng="en"><![CDATA[Universitary Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="es"><![CDATA[Didactica]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía Universitaria]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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