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            <idno type="halRefHtml">&lt;i&gt;Boletim online de Educação Matemática&lt;/i&gt;, 2021, Experiências e sentidos da “não presença” no ensino e na aprendizagem da matemática em tempos da pandemia da COVID-19, 9 (18), pp.163 - 175. &lt;a target="_blank" href="https://dx.doi.org/10.5965/2357724x09182021163"&gt;&amp;#x27E8;10.5965/2357724x09182021163&amp;#x27E9;&lt;/a&gt;</idno>
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                <title xml:lang="en">Some reflections on the impacts suffered by the didactic systems in pandemic times</title>
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                <title xml:lang="pt">Algumas reflexões sobre os impactos sofridos pelos sistemas didáticos em tempos de pandemia</title>
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                    <forename type="first">Jany</forename>
                    <forename type="middle">Santos Souza</forename>
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                    <forename type="first">Luiz</forename>
                    <forename type="middle">Marcio Santos</forename>
                    <surname>Farias</surname>
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                <title level="j">Boletim online de Educação Matemática</title>
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                  <publisher>Universidade do Estado de Santa Catarina</publisher>
                  <biblScope unit="serie">Experiências e sentidos da “não presença” no ensino e na aprendizagem da matemática em tempos da pandemia da COVID-19</biblScope>
                  <biblScope unit="volume">9</biblScope>
                  <biblScope unit="issue">18</biblScope>
                  <biblScope unit="pp">163 - 175</biblScope>
                  <date type="datePub">2021</date>
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                <term xml:lang="en">Pandemic.</term>
                <term xml:lang="en">Anthropological Theory of Didactics</term>
                <term xml:lang="en">Didactic Functions</term>
                <term xml:lang="en">Didactic Systems</term>
                <term xml:lang="es">Funciones Didácticas</term>
                <term xml:lang="es">Pandemia</term>
                <term xml:lang="es">Teoría Antropológica de la Didáctica</term>
                <term xml:lang="es">Sistemas Didácticos</term>
                <term xml:lang="pt">Teoria Antropológico do Didático</term>
                <term xml:lang="pt">Funções Didáticas</term>
                <term xml:lang="pt">Pandemia.</term>
                <term xml:lang="pt">Sistemas Didáticos</term>
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              <p>In this article, we invite  the reader to reflect onthe transformations that theDidactic Systems -DSwere submittedin times of social confinement. The arguments are built from the notion of Principal Didactic Systems -PDSlinked to Auxiliary Didactic Systems -ADSand Induced Didactic Systems -IDS, in  view  of  the  repercussions  triggered  by  didactic  functions:  chronogenesis,  mesogenesis  topogenesis, present within the Anthropological Theory of the Didactic -ATD, in a pandemic context. Thus, the study aims to point out paths that awaken a differentiated look at the emerging educational scenario that was designed through an abrupt transit of Presential Education to the various shades of Distance Education. The methodological directions of the work assume a theoretical descriptive aspect inspired by a teleclass of the School at Home project of the Federal District –FD linked to the concerns that  reverberate  in  the  media  sphere.  As  an  intervention  proposal,  we  believe  that  the  moment presents itself as opportune for the elaboration of Study and Research Projects that contemplate the family-school integration.</p>
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              <p>En este artículo, invitamos al lector a reflexionar sobre las transformaciones a las que fueron sometidos los Sistemas Didácticos -SD-en tiempos de encierro social. Los argumentos se construyen a partir de la noción de Sistemas Didácticos Principales -SDP vinculados a los Sistemas Didácticos Auxiliares -SDA y a los Sistemas Didácticos Inducidos -SDI, frente a las repercusiones desencadenadas por las funciones didácticas: cronogénesis, mesogénesis y topogénesis, presentes en el seno de la Teoría Antropológica de lo Didáctico -TAD, en contexto pandémico. Así, el estudio tiene como objetivoapuntar caminos que despierten una perspectiva diferente sobre el escenario educativo emergente que se ha diseñado mediante un tránsito abrupto de la Educación Presencial a los varios tonosde una Enseñanza Remota. Las orientaciones metodológicas del trabajo asumen una vertiente teórica descriptiva inspirada en una teleclase  del  proyecto  Escuela  en  Casa  en  el  Distrito  Federal -DF  vinculada  a  las inquietudesque reverberan  en  la  esfera  mediática.  Como  propuesta  de  intervención,  creemos  que  el  momento  se presenta  oportuno  para  la  elaboración  de  Proyectos  de  Estudio  e  Investigación  que  contemplen  la integración familia-escuela.</p>
            </abstract>
            <abstract xml:lang="pt">
              <p>Neste artigo, convidamos o leitor a refletir sobre as transformações a que foram submetidos os Sistemas Didáticos-SD em tempos de confinamento social. As argumentações são construídas a partir da noção de Sistemas Didáticos Principais-SDP atrelados aos Sistemas Didáticos Auxiliares-SDA e aos Sistemas Didáticos Induzidos-SDI, face às repercussões desencadeadas pelas funções didáticas: cronogênese, mesogênese e topogênese, presentes no seio da Teoria Antropológica do Didático-TAD, em contexto pandêmico. Assim, o estudo objetiva apontar caminhos que despertem um olhar diferenciado sobre o cenário educacional emergente que se desenhou por meio de um trânsito abrupto da Educação Presencial para os entretons de um Ensino Remoto. Os direcionamentos metodológicos do trabalho assumem uma vertente teórica descritiva inspirada em uma teleaula do projeto Escola em Casa do Distrito Federal-DF vinculada às inquietações que reverberam na esfera midiática. Enquanto proposta de intervenção, acreditamos que o momento se apresenta como oportuno para a elaboração de Projetos de Estudo e Pesquisa que contemplem a integração famíliaescola.</p>
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