<?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>S2178-26792021000300334</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i46.6825</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A VIRALIZAÇÃO DA EDUCAÇÃO ONLINE: A APRENDIZAGEM PARA ALÉM DA PANDEMIA DO NOVO CORONAVIRUS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE VIRALIZATION OF ONLINE EDUCATION: THE LEARNING BEYOND OF THE NEW CORONAVIRUS PANDEMIC]]></article-title>
<article-title xml:lang="es"><![CDATA[LA VIRALIZACIÓN DE LA EDUCACIÓN EN LÍNEA: EL APRENDIZAJE MÁS ALLÁ DE LA PANDEMIA DE NUEVO CORONAVIRUS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Mirian Maia do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossini]]></surname>
<given-names><![CDATA[Tatiana Stofella Sodré]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Edméa Oliveira dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Getulio Vargas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Caixa Econômica Federal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>46</numero>
<fpage>334</fpage>
<lpage>355</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000300334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000300334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000300334&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Com a propagação do novo Coronavírus, no Brasil, as instituições de ensino suspenderam as aulas presenciais. Nesse contexto, educadores, gestores e famílias inteiras tiveram de buscar novos modos de aprender e ensinar. Estratégias de ensino remoto ganharam força, pautadas na transmissão de conteúdos curriculares e na distribuição em massa. Diante desse quadro, apresentamos, neste artigo reflexões acerca da Educação online, como possibilidade de criação do conhecimento, de forma mais participativa, dialógica e interativa, com vistas à formação de cidadãos autores e autônomos, na e para além da pandemia. Complementarmente, sugerimos uma atividade de produção de vídeos e histórias em quadrinho, a partir de processos participativos, viabilizados pela Educação online. Nessa perspectiva, a produção do conhecimento se concretizou na parceria &#8216;docentediscente&#8217; , e o protagonismo do processo de aprendizagem ocorreu nas relações estabelecidas entre esses atores, e, principalmente, com o objeto do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: With the spread of the new Coronavirus, in Brazil, educational institutions have suspended face-to-face classes. In this context, educators, managers and entire families had to find new ways to learn and teach. Remote teaching strategies gained strength, based on the transmission of content and mass distribution. Faced with this situation, we present, in this article, reflections on online education, as a possibility of generating knowledge, in a more participatory, dialogical and interactive way, with a view to the training of self-employed and author citizens in and beyond pandemic. In addition, we suggest an activity for the production of videos and comic stories, based on participatory processes, made possible by Online education. In this perspective, the production of knowledge is materialized in the association between the teacher and the student, and the leading role in the learning process occurs in the relationships established between these actors and, mainly, with the object of knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Con la propagación del nuevo Coronavirus, en Brasil, las instituciones educativas han suspendido las clases presenciales. En este contexto, los educadores, gerentes y familias enteras tuvieron que buscar nuevas formas de aprender y enseñar. Las estrategias de enseñanza a distancia cobraron fuerza, basadas en la transmisión de contenidos y la distribución masiva. Ante esta situación, presentamos, en este artículo, reflexiones sobre la Educación en línea, como posibilidad de generar conocimiento, de manera más participativa, dialógica e interactiva, con miras a la formación de ciudadanos autores y autónomos en y más allá de la pandemia. Además, sugerimos una actividad de producción de videos e historias cómicas, basada en procesos participativos, posibilitados por la Educación en Línea. En esta perspectiva, la producción de conocimiento se materializa en la asociación entre el docente y el alumno, y el protagonismo en el proceso de aprendizaje se da en las relaciones que se establecen entre estos actores y, principalmente, con el objeto de conocimiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Coronavírus]]></kwd>
<kwd lng="pt"><![CDATA[Educação online]]></kwd>
<kwd lng="pt"><![CDATA[Processos comunicacionais]]></kwd>
<kwd lng="en"><![CDATA[Coronavirus]]></kwd>
<kwd lng="en"><![CDATA[Online education]]></kwd>
<kwd lng="en"><![CDATA[Communication processes.]]></kwd>
<kwd lng="es"><![CDATA[Coronavirus]]></kwd>
<kwd lng="es"><![CDATA[Educación en línea]]></kwd>
<kwd lng="es"><![CDATA[Procesos comunicacionales.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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