<?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>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702021000400066</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.9.2021.66-78</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Efeitos da situação pandémica COVID19 nos processos de aprendizagem e de investigação social: Resultados preliminares de um estudo exploratório qualitativo com estudantes em formação pós-graduada numa Instituição de Ensino Superior portuguesa]]></article-title>
<article-title xml:lang="en"><![CDATA[Effects of the Pandemic Situation COVID19 on Learning and Social Research Processes: Preliminary Results of a Qualitative Exploratory Study with Postgraduate Students at a Portuguese Higher Education Institution]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saúde]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Ana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Beja CICS.NOVA - Centro Interdisciplinar de Ciências Sociais ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Beja  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>9</volume>
<fpage>66</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702021000400066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702021000400066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702021000400066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Os confinamentos obrigatórios e as regras de distanciamento físico e social impostos, um pouco por todo o Mundo desde inícios de 2020, devido à situação pandémica resultante do COVID19, alteraram profundamente as dinâmicas societais e de relação interpessoal. Entre o conjunto de atividades humanas afetadas destaca-se a da aprendizagem que foi forçada a transitar de um modo predominantemente presencial para online. Adicionalmente, e especialmente para os que desenvolvem investigação social, a esta mudança juntou-se o desafio de adaptação dos processos de pesquisa que, na área social, são estruturalmente baseados na riqueza da interação, preferencialmente, direta e presencial com o objeto de estudo. A fim de compreender a forma como tão significativas mudanças influenciaram a dinâmica de aprendizagem e de investigação, foi desenvolvido um estudo, de perfil exploratório e qualitativo, junto de estudantes em formação pós-graduada numa Instituição de Ensino Superior portuguesa. Para o efeito recolheram-se, via online e em dois momentos temporais distintos, as narrativas descritivas da sua opinião sobre os efeitos da situação vivenciada. A análise de conteúdo categorial temática efetuada, com o complemento exploratório do software T-LAB, permitiu concluir que para os estudantes, em análise, a situação influenciou negativamente a aprendizagem e o desenvolvimento dos processos de investigação. A quebra da vivência social plena forçou percursos de aprendizagem e de investigação muito individualizados e muito mais exigentes em termos de organização, motivação e resiliência pessoal. Acrescem as dificuldades sentidas ao nível da compatibilização do trabalho académico com a vida familiar, e, sobretudo, dos efeitos colaterais do medo e/ou da tristeza resultantes da manutenção da situação pandémica durante tanto tempo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The lockdowns combined with the rules of physical and social distance imposed, all over the world in 2020 and 2021, due to the pandemic situation resulting from COVID19, profoundly changed the societal and interpersonal relationship dynamics. Among the set of human activities affected stands out the learning process, which was forced to move from a predominantly face-to-face to online format. Additionally, and especially for those who develop social research, this change has added the challenge of adapting the research processes, which, in the social area, are structurally based on the richness of interaction with the object of study, preferably direct and in-person. To understand how such significant changes influenced the learning and research dynamics, a study was developed, with an exploratory and qualitative profile, with students in postgraduate training at a Portuguese Higher Education Institution. For this purpose, were collected, online in two different time periods, descriptive narratives of their opinion on the effects of the experienced situation. The thematic categorical content analysis carried out, with the exploratory complement of the T-LAB software, allowed to conclude that for the students, in analysis, the situation had a negative influence on the processes of learning and research development. The breach of full social experience forced very individualized and much more demanding learning and research paths in terms of organization, motivation, and personal resilience. Added to this greater demand are the difficulties felt in matching the academic work with the family life, and, above all, with the collateral effects of fear and/or sadness resulting from the maintenance of the pandemic situation for so long.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[COVID19]]></kwd>
<kwd lng="pt"><![CDATA[Efeitos na Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Efeitos na Investigação Social]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Formação Pós-graduada]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Effects on Learning]]></kwd>
<kwd lng="en"><![CDATA[Effects on social research]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate training]]></kwd>
</kwd-group>
</article-meta>
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