<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872021000200183</article-id>
<article-id pub-id-type="doi">10.21814/rpe.18550</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias pedagógicas na educação a distância: Um olhar a partir de diferentes contextos]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical strategies in distance education: A look from different contexts]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias pedagógicas en la educación a distancia: Una mirada de diferentes contextos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Leticia Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Ana Carolina Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sonego]]></surname>
<given-names><![CDATA[Anna Helena Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barvinski]]></surname>
<given-names><![CDATA[Carla Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torrezzan]]></surname>
<given-names><![CDATA[Cristina Alba Wildt]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sampaio]]></surname>
<given-names><![CDATA[Deyse Cristina Frizzo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Gislaine Rossetti Madureira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Behar]]></surname>
<given-names><![CDATA[Patricia Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grande]]></surname>
<given-names><![CDATA[Tássia Priscila Fagundes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ Porto Alegre]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[ Dourados]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>183</fpage>
<lpage>199</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872021000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872021000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872021000200183&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo tem como objetivo apresentar o mapeamento, construção e aplicação de estratégias pedagógicas (EP) voltadas para a Educação a Distância (EaD) em diferentes contextos. Para isso, foram utilizados cursos de extensão em áreas distintas, que versaram sobre aspetos socioafetivos da EaD, m-learning e inclusão digital de idosos. A realização da investigação mostrou-se necessária, tendo em vista que o entendimento sobre o conceito de estratégias pedagógicas costuma ser amplo e, muitas vezes, impreciso. Este artigo apresenta uma definição de estratégias pedagógicas, bem como situações de implementação na EaD. As EP podem ser consideradas como um conjunto de ações colocadas em prática pelo professor para alcançar uma finalidade voltada à educação. A metodologia empregada para a realização desta pesquisa foi a qualitativa do tipo estudo de casos múltiplos. A coleta de dados teve como base o desenvolvimento, aplicação e avaliação de estratégias pedagógicas em cursos de extensão. A partir da análise dos dados, foi possível mapear diferentes estratégias e verificar a pertinência da sua adequação, de acordo com o contexto e perfil de cada público. As EP necessitam ser constantemente avaliadas, principalmente em função das transformações que podem ocorrer com a inclusão de novas tecnologias digitais no contexto virtual, além do perfil heterogéneo dos alunos envolvidos no processo educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The goal of the present article is to present the mapping, creation and application of pedagogical strategies (PS) focused on Distance Education (DE) in different contexts. For that, extension courses were used in different areas, which dealt with socio-affective aspects of distance education, m-learning and digital inclusion of the elderly. The need of this investigation arises from the fact that the concept of pedagogical strategies is usually broad and often inaccurate. Although some studies do use the term, few authors discuss its meaning and application. Based on these, this article presents a definition of pedagogical strategies, as well as implementation situations in distance education. In this approach, PS can be considered as a set of actions put into practice by the teacher to achieve an education-aimed goal. The methodology used to carry out this research was a multiple case study of the qualitative type. Data collection was based on the development, application and evaluation of pedagogical strategies used in extension courses. From the analysis of the data, it was possible to map different strategies and verify the pertinence in their adequacy, according to the context and profile of each audience. Based on the studies we carried out, we can conclude that the pedagogical strategies need to be constantly evaluated, mainly due to the transformations that can occur with the inclusion of new digital technologies in the virtual context, in addition to the heterogeneous profile of the students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene como objetivo presentar el mapeo, la construcción y la aplicación de estrategias pedagógicas (EP) centradas en la educación a distancia (ED) en diferentes contextos. Para ello, se utilizaron cursos de extensión en diferentes áreas, que trataron aspectos socio-afectivos de la educación a distancia, el aprendizaje virtual y la inclusión digital de las personas mayores. Se demostró que la investigación era necesaria en vista del hecho de que la comprensión del concepto de estrategias pedagógicas suele ser amplia y, a menudo, imprecisa. Este artículo presenta una definición de estrategias pedagógicas, así como situaciones de implementación en educación a distancia. La educación física se puede considerar como un conjunto de acciones puestas en práctica por el profesor para lograr un objetivo dirigido a la educación. La metodología utilizada para llevar a cabo esta investigación fue el tipo cualitativo de estudio de caso múltiple. La recolección de datos se basó en el desarrollo, aplicación y evaluación de estrategias pedagógicas en cursos de extensión. A partir del análisis de los datos, fue posible mapear diferentes estrategias y verificar la pertinencia de su adecuación, de acuerdo con el contexto y el perfil de cada audiencia. La educación física debe ser evaluada constantemente, principalmente debido a las transformaciones que pueden ocurrir con la inclusión de nuevas tecnologías digitales en el contexto virtual, además del perfil heterogéneo de los estudiantes involucrados en el proceso educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estratégias pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[educação a distancia.]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical strategies]]></kwd>
<kwd lng="en"><![CDATA[distance education.]]></kwd>
<kwd lng="es"><![CDATA[Estrategias pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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