<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100103</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-8</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;O possível dentro do impossível&#8221;: sentidos atribuídos por professores/as universitários/as relacionados ao ensino remoto emergencial]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;Lo posible dentro de lo imposible&#8221;: significados atribuidos por docentes universitarios relacionados con la enseñanza remota de emergencia]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;The possible within the impossible&#8221;: senses attributed by university teachers related to emergency remote education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diogo]]></surname>
<given-names><![CDATA[Maria Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O estudo objetivou compreender os sentidos atribuídos ao ensino remoto emergencial (ERE) por professores/as universitários/as. A coleta de dados utilizou questionários online aplicados a época em que as instituições de ensino superior debatiam a implementação ou viviam as primeiras experiências do ERE. Utilizando núcleos de significação, a análise buscou apreender o movimento dos/as docentes com relação ao objeto de estudo, aproximando-se das zonas de sentido presentes nos relatos e revelando suas determinações. Foi possível perceber que, naquele momento, os/as professores/as ainda não tinham internalizado formas de ensinar e avaliar as aprendizagens no novo formato e, em sua maioria, atribuíram o sentido de desconforto à experiência, indicando redução ou ausência de uma ou mais condições para que a docência e a aprendizagem fossem efetivas. O único sentido de bem-estar encontrado foi o de cuidar da saúde coletiva (sua e dos demais). O maior volume de respostas associou o ERE à perda de referências; ao despreparo pedagógico; à intensificação e sobrecarga de trabalho; às condições objetivas (sociais, tecnológicas ou de acesso) inapropriadas ou inexistentes, sobretudo para os/as estudantes; e às (im)possibilidades pedagógicas, descrevendo- o como um modelo intensificador de desigualdades, que poderia potencializar a precarização e a evasão no ensino superior, mas, por outro lado, considerando-o a única alternativa possível para a manutenção de vínculos com os/as estudantes. Um número reduzido de docentes sugeriu o sentido de desafio e aprendizagem, associando o ERE à modernização da docência e ao aprendizado de novas habilidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudio tuvo como objetivo comprender los significados atribuidos a la enseñanza a distancia de emergencia (EDE) por profesores universitarios. La recolección de datos utilizó cuestionarios en línea aplicados en un momento en que las instituciones de educación superior estaban debatiendo la implementación o viviendo las primeras experiencias de EDE. Utilizando núcleos de significado, el análisis buscó captar el movimiento de los docentes en relación al objeto de estudio, acercándose a las zonas de significado presentes en los relatos y revelando sus determinaciones. Se pudo notar que, en ese momento, los docentes aún no habían internalizado las formas de enseñar y evaluar el aprendizaje en el nuevo formato y, en su mayoría, atribuían una sensación de malestar a la experiencia, indicando una reducción o ausencia de uno o más condiciones para que la enseñanza y el aprendizaje sean efectivos. La única sensación de bienestar encontrada fue cuidar de la salud colectiva (la suya y la de los demás). El mayor volumen de respuestas asociaron el EDE a la pérdida de referencias; falta de preparación pedagógica; la intensificación y sobrecarga de trabajo; condiciones objetivas (sociales, tecnológicas o de acceso) inadecuadas o inexistentes, especialmente para los estudiantes; y (im)posibilidades pedagógicas, describiéndolo como un modelo que intensifica las desigualdades, lo que podría aumentar la precariedad y la evasión en la educación superior, pero, por otro lado, considerándolo el único posible alternativa para mantener los vínculos con los estudiantes. Un pequeño número de docentes sugirieron una sensación de desafío y aprendizaje, asociando los EDE con la modernización de la enseñanza y el aprendizaje de nuevas habilidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study aimed to understand the senses attributed to the emergency remote education (ERE) by university teachers. The data collection used online questionnaires applied at the time when higher education institutions were discussing the implementation or experiencing the first experiences of the ERE. Using meaning core, the analysis sought to apprehend the teachers&#8217; movement in relation to the object of study, approaching the zones of sense present in the reports and revealing their determinations. It was possible to see that, at that moment, the teachers had not yet internalized ways of teaching and assess learning in the new format and, for the most part, attributed the sense of discomfort to the experience, indicating a reduction or absence of one or more conditions for the teaching and learning to be effective. The only sense of well-being found was that of caring for the collective health (his and others&#8217;). The highest volume of answers associated the ERE with the loss of references; pedagogical unpreparedness; intensification and work overload; objective conditions (social, technological or access) that are inappropriate or non-existent, especially for students; and to pedagogical (im)possibilities, describing it as a model that intensifies inequalities, that could increase precariousness and dropout in higher education, but, on the other hand, considering it as the only possible alternative for maintaining ties with the students. A small number of teachers suggested the sense of challenge and learning, associating the ERE to the modernization of teaching and the learning of new abilities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Remoto Emergencial]]></kwd>
<kwd lng="pt"><![CDATA[Zonas de Sentido]]></kwd>
<kwd lng="es"><![CDATA[Educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Remota de Emergencia]]></kwd>
<kwd lng="es"><![CDATA[Zonas sensoriales]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Emergency Remote Education]]></kwd>
<kwd lng="en"><![CDATA[Zones of Sense]]></kwd>
</kwd-group>
</article-meta>
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