<?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>2182-7435</journal-id>
<journal-title><![CDATA[Revista Crítica de Ciências Sociais]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Crítica de Ciências Sociais]]></abbrev-journal-title>
<issn>2182-7435</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudos Sociais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-74352022000300177</article-id>
<article-id pub-id-type="doi">10.4000/rccs.14048</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O professor do ensino superior e os novos desafios da docência no contexto das tecnologias digitais: uma abordagem sociocognitiva]]></article-title>
<article-title xml:lang="en"><![CDATA[The Higher Education Teacher and the New Challenges of Teaching in the Context of Digital Technologies: A Socio-Cognitive Approach]]></article-title>
<article-title xml:lang="fr"><![CDATA[Le professeur de l&#8217;enseignement supérieur face aux nouveaux enjeux de l&#8217;enseignement dans le contexte des technologies numériques : une approche socio-cognitive]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[José Genival Bezerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>129</numero>
<fpage>177</fpage>
<lpage>202</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-74352022000300177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-74352022000300177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-74352022000300177&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo pretende analisar os significados metafóricos que os professores do ensino superior têm atribuído às tecnologias digitais no âmbito pandêmico da COVID-19. Para o efeito, desenvolvemos uma investigação fenomenológica, um dos tipos de pesquisa qualitativa, tendo como instrumento para a geração de dados relatos produzidos na plataforma Google Forms por docentes de nove universidades públicas do Norte e do Nordeste do Brasil. O estudo assume uma visão sociocognitiva da linguagem, focada no aporte teórico da Linguística Cognitiva, com uma abordagem da metáfora conceptual direcionada ao corpus e ao discurso. Utilizando o método do domínio-alvo para a identificação da metáfora no corpus, destacam-se, com mais frequência, aquelas de cunho negativo, como a exclusão e o desespero.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the metaphorical meanings that higher education teachers have attributed to digital technologies in the context of the COVID-19 pandemic. Our qualitative research is a phenomenological study using reports produced by faculty members from nine public universities in the North/Northeast of Brazil on the Google Forms platform as an instrument for the generation of data. The study assumes a socio-cognitive view of language, focused on the theoretical contribution of Cognitive Linguistics, with a conceptual metaphor approach, directed at corpus and discourse. Using the target-domain method to identify metaphors based on the corpus, those with a negative nature, such as exclusion and despair, stand out more frequently.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article se propose d&#8217;analyser les significations métaphoriques que les professeurs de l&#8217;enseignement supérieur ont attribuées aux technologies numériques dans le contexte de la pandémie de COVID-19. À cette fin, nous avons développé une enquête phénoménologique, l&#8217;un des types de recherche qualitative, ayant pour outil de génération de données des récits produits sur la plateforme Google Forms par des professeurs de neuf universités publiques des régions Nord et Nord-Est du Brésil. L&#8217;étude assume une vision socio-cognitive du langage, centrée sur l&#8217;apport théorique de la Linguistique Cognitive, avec une approche métaphorique conceptuelle dirigée vers le corpus et le discours. En utilisant la méthode du domaine cible pour identifier les métaphores dans le corpus, celles qui se démarquent plus fréquemment sont à caractère négatif, telles que l&#8217;exclusion et le désespoir.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[educação universitária]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[metáfora]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[metaphor]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[university education]]></kwd>
<kwd lng="fr"><![CDATA[Brésil]]></kwd>
<kwd lng="fr"><![CDATA[éducation universitaire]]></kwd>
<kwd lng="fr"><![CDATA[enseignement]]></kwd>
<kwd lng="fr"><![CDATA[enseignement supérieur]]></kwd>
<kwd lng="fr"><![CDATA[métaphore]]></kwd>
<kwd lng="fr"><![CDATA[technologies numériques]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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