<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000200052</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i45.8324</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[NARRATIVA DAS RELAÇÕES ENTRE CURRÍCULO E CULTURA DIGITAL EM TEMPOS DE PANDEMIA: UMA EXPERIÊNCIA NA PÓS-GRADUAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE NARRATIVE OF THE RELATIONSHIP BETWEEN THE CURRICULUM AND DIGITAL CULTURE DURING THE PANDEMIC - A POST-GRADUATE EXPERIENCE]]></article-title>
<article-title xml:lang="es"><![CDATA[NARRATIVA DE LAS RELACIONES ENTRE CURRÍCULO Y CULTURA DIGITAL EN TIEMPOS DE PANDEMIA: UNA EXPERIENCIA EN EL POSGRADO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Maria Elizabeth Bianconcini de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>45</numero>
<fpage>52</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000200052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000200052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000200052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo tem o objetivo de refletir acerca da integração entre o currículo e as tecnologias e a composição da categoria &#8220;web currículo&#8221;, considerado um constructo teórico e uma categoria de ação trabalhada pela autora desde 2010. Tem como base a experiência na docência de uma disciplina desenvolvida remotamente em um programa de pós-graduação no decorrer do primeiro semestre de 2020, com estudantes do curso de doutoramento. O desenho metodológico do estudo descreve o panorama bibliográfico e documental sobre a educação durante a pandemia e os conceitos que fundamentam as reflexões. Em seguida, constrói uma narrativa da experiência da autora com base em diários pessoais e documentos disponíveis no ambiente virtual que foram produzidos ao longo do desenvolvimento das atividades da disciplina. A narrativa aponta que a educação remota oportunizou outros modos de desenvolver uma educação baseada em fundamentos dialógicos, reflexivos e de coconstrução de conhecimento. Além disso, mostra a relevância da adoção de uma postura de acolhimento, solidariedade, encorajamento, criatividade e criticidade comprometida com o enfrentamento da realidade cruel da pandemia, que escancara e amplifica as disparidades sociais, culturais, digitais e educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this article is to reflect on the integration between the curriculum and technology and the composition of the category &#8220;web curriculum&#8221;, considered a theorical construct and a category of action that incorporates the activities undertaken by the author since 2010. This is based on the experience of teaching a subject that is carried out remotely in a post-graduate program with students doing a PhD course during the first semester of 2020. The methodological design of the study provides a bibliographical and documentary overview of education during the pandemic, as well as the concepts that underpin the reflections. Following this, there is a narrative account of the author´s experience based on the personal registers and documentation available in the virtual environment, which were produced while the lesson activities were being carried out. The narrative underlines the fact that remote education has offered opportunities for other means of conducting an education that is founded on principles involving dialogue, reflection, and the co-construction of knowledge. In addition, it shows the importance of adopting a welcoming stance, a feeling of solidarity, encouragement creativity and a critical outlook in the face of the cruel circumstances of the pandemic which have led to a widening of social, cultural, digital, and educational disparities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene el objetivo de reflexionar sobre la integración currículo y tecnologías y sobre la composición de la categoría web currículo, constructo teórico y categoría de acción trabajada por la autora desde el 2010. Tiene como base la experiencia en la docencia de una disciplina desarrollada remotamente en un programa de posgrado en el transcurso del primer semestre del 2020, con alumnos del curso de doctorado. El diseño metodológico del estudio describe el panorama bibliográfico y documental sobre la educación durante la pandemia, así como los conceptos que fundamentan las reflexiones. En seguida, construye una narrativa de la experiencia de la autora basada en diarios personales y documentos disponibles en el ambiente virtual que fueron producidos durante el desarrollo de las actividades de la disciplina. La narrativa apunta que la educación remota permitió otros modos de desarrollar una educación basada en fundamentos dialógicos, reflexivos y de co-construcción de conocimiento. Además, muestra la relevancia de la adopción de una actitud de acogida, solidaridad, incentivo, creatividad y criticidad comprometida con el enfrentamiento de la cruel realidad de la pandemia, que deja al descubierto y amplifica las disparidades sociales, culturales, digitales y educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[integração currículo e tecnologias]]></kwd>
<kwd lng="pt"><![CDATA[web currículo]]></kwd>
<kwd lng="pt"><![CDATA[diálogo]]></kwd>
<kwd lng="en"><![CDATA[integrating technology and curriculum]]></kwd>
<kwd lng="en"><![CDATA[web curriculum]]></kwd>
<kwd lng="en"><![CDATA[dialogue]]></kwd>
<kwd lng="es"><![CDATA[Integración currículo y tecnologías]]></kwd>
<kwd lng="es"><![CDATA[web currículo]]></kwd>
<kwd lng="es"><![CDATA[diálogo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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