<?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>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2021000400006</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2021.5.78169</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los retos de la enseñanza de Química en la pandemia de COVID-19: la metodología flipped classroom adaptada para el modo virtual en Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[The challenges of teaching Chemistry in the COVID-19 pandemic: the flipped classroom methodology adapted for virtual mode in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Augusto Gonzaga Oliveira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Irala]]></surname>
<given-names><![CDATA[Valesca Brasil]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bordin]]></surname>
<given-names><![CDATA[Daniela Maciel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Rio Grande do Sul ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>32</volume>
<numero>4</numero>
<fpage>6</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2021000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2021000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2021000400006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La llegada de la pandemia COVID-19 impuso una serie de restricciones a escala global. Una nueva dinámica social se tuvo que adoptar en todo el mundo, en un intento por contener sus efectos. Las actividades docentes, como no podía ser de otra manera, también tuvieron que adaptarse a la realidad totalmente virtual, como consecuencia de la necesidad de distanciamiento social. Uno de los principales desafíos fue implementar la enseñanza virtual de manera que llegara a toda la comunidad académica. Desde entonces, se han adoptado diferentes metodologías para satisfacer las demandas de los más variados contextos. En este texto reportamos el uso de la metodología flipped classroom (que se traduce como clase invertida) en dos asignaturas de Química General, adaptadas a la modalidad virtual, en el contexto de una universidad federal brasileña. Se evaluó la percepción de los estudiantes sobre la metodología y el trabajo de tutoría desarrollado en uno de los grupos. Los resultados muestran que el aula invertida se puede adaptar a la realidad totalmente virtual, siendo favorecida de diversas formas por el trabajo de tutoría.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The arrival of the COVID-19 pandemic imposed a series of restrictions on a global scale. A new social dynamic had to be adopted around the world, in an attempt to contain its effects. Teaching activities, as it could not be otherwise, also had to be adapted to totally virtual reality, as a result of the need for social distance. One of the main challenges was to implement virtual teaching in a way that reached the entire academic community. Since then, different methodologies have been adopted to meet the demands of the most varied contexts. In this manuscript we report the use of the flipped classroom methodology in two General Chemistry classes, adapted to the virtual modality, in the context of a Brazilian federal university. The students&#8217; perception of the methodology and the tutorial work developed in one of the classes was evaluated. The results show that the flipped classroom can be adapted to fully virtual reality, being favored in various ways by tutoring work.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Clase invertida]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[metodología activa]]></kwd>
<kwd lng="es"><![CDATA[enseñanza virtual]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[active methodology]]></kwd>
<kwd lng="en"><![CDATA[virtual teaching]]></kwd>
</kwd-group>
</article-meta>
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