<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142021000100053</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v21n1.p53-67</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS TECNOLOGIAS MÓVEIS NO CENÁRIO EDUCACIONAL DA PANDEMIA DE COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[MOBILE TECHNOLOGIES IN THE EDUCATIONAL SCENARIO OF THE COVID-19 PANDEMIC]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS TECNOLOGÍAS MÓVILES EN EL ESCENARIO EDUCATIVO DE LA PANDEMIA DEL COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Célia Regina de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul Curso de Pedagogia ]]></institution>
<addr-line><![CDATA[Naviraí MS]]></addr-line>
<country>Brasil</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>21</volume>
<numero>1</numero>
<fpage>53</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142021000100053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142021000100053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142021000100053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: No ano de 2020, em decorrência do avanço da pandemia de covid-19, as instituições de educação do Brasil adotaram o ensino remoto emergencial substituindo as aulas presencias por aulas ofertadas por meios digitais e, em 2021, defendeu-se o ensino híbrido, como meio de abrir as escolas para os estudantes. Assim sendo, este artigo discute sobre a adoção de tecnologias móveis, durante o ensino remoto emergencial, partindo do pressuposto de que dispositivos como celulares, tablets e notebooks foram utilizados por muitos professores e estudantes, para a realização de atividades de ensino e aprendizagem, o que apontou para a importância do ensino híbrido em 2021. A metodologia adotada no estudo se insere no campo da pesquisa qualitativa, do tipo descritivo-explicativa, mediante a implementação de uma proposta formativa a professores do ensino fundamental, pela qual se intervém na formação continuada destes pro&#64257;ssionais. Diante dos resultados do presente estudo, discorre-se sobre a importância da formação docente num cenário pós-pandêmico, a &#64257;m de promover condições de utilização de tecnologias digitais e aparelhos móveis na prática docente, tendo em vista que estes dispositivos são comumente utilizados pela sociedade atual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In the year 2020, as a result of the advance of the covid-19 pandemic, educational institutions in Brazil adopted emergency remote teaching, replacing classrooms in person with classes o&#64256;ered by digital means, and in 2021 they have defended hybrid education as a means of open schools to students. Therefore, this article discusses the adoption of mobile technologies during emergency remote teaching, assuming that devices such as cell phones, tablets and notebooks were used by many teachers and students in order to carry out teaching and learning activities and point to the importance of hybrid education in 2021. The methodology adopted in the study is part of the &#64257;eld of qualitative research, descriptive-explanatory, through the implementation of a training proposal for elementary school teachers, through which we intervene in the continuing education of these professionals. Given the results of the study, we discuss the importance of teacher education in a post-pandemic scenario, in order to promote conditions for the use of digital technologies and mobile devices in teaching practice, considering that these devices are more common in today&#8217;s society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el año 2020, como resultado del avance de la pandemia covid-19, las instituciones educativas en Brasil adoptaron la enseñanza remota de emergencia, reemplazando las aulas presenciales por clases ofrecidas por medios digitales, y en 2021 han defendido la educación híbrida como medio de abrir las escuelas a los estudiantes. Por ello, en este artículo se analiza la adopción de tecnologías móviles durante la enseñanza remota de emergencia, asumiendo que dispositivos como teléfonos móviles, tabletas y portátiles fueron utilizados por muchos profesores y estudiantes para realizar actividades de enseñanza y aprendizaje y señalar la importancia de la educación híbrida. en 2021. La metodología adoptada en el estudio se enmarca en el campo de la investigación cualitativa, descriptiva-explicativa, a través de la implementación de una propuesta formativa para docentes de primaria, mediante la cual se interviene en la formación continua de estos profesionales. Dados los resultados del estudio, discutimos la importancia de la formación docente en un escenario pospandémico, con el &#64257;n de promover condiciones para el uso de tecnologías digitales y dispositivos móviles en la práctica docente, considerando que estos dispositivos son más comunes en la sociedad actual.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[mobilidade]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias móveis]]></kwd>
<kwd lng="pt"><![CDATA[educação híbrida.]]></kwd>
<kwd lng="en"><![CDATA[mobility]]></kwd>
<kwd lng="en"><![CDATA[mobile technologies]]></kwd>
<kwd lng="en"><![CDATA[blended learning]]></kwd>
<kwd lng="es"><![CDATA[movilidad]]></kwd>
<kwd lng="es"><![CDATA[tecnologías móviles]]></kwd>
<kwd lng="es"><![CDATA[educación híbrida]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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