<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722024000100037</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2024.42.1662</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Lo que los memes dicen sobre la educación virtual durante la pandemia por COVID-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[O que os memes dizem sobre a educação virtual durante a pandemia de COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[What Memes Say about Virtual Education During the Pandemic by COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuevas]]></surname>
<given-names><![CDATA[Yazmín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Metropolitana División de Ciencias Sociales y Humanidades Departamento de Educación y Comunicación]]></institution>
<addr-line><![CDATA[Unidad Xochimilco ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Filosofía y Letras Colegio de Pedagogía]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>42</numero>
<fpage>37</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722024000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722024000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722024000100037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este artículo es identificar lo que comunica un conjunto de memes que circularon en las redes sociodigitales sobre la educación virtual en el contexto de la pandemia por COVID-19, en el entendido de que el análisis de éstos puede develar los aspectos que preocuparon a los estudiantes durante el cierre presencial de las instituciones de educación superior, las fortalezas de la Educación Remota de Emergencia (ERE) y sus debilidades. A partir de un análisis multimodal se analizaron 41 Imemes publicados en Facebook, Reddit y Twitter entre marzo de 2020 y septiembre de 2021. En los resultados se reveló que en éstos se proyectaron las dificultades de los estudiantes ante la educación virtual y los estados emocionales que experimentaron como desánimo, miedo y tristeza por no comprender los contenidos de los cursos. Se identificó que la educación virtual en el confinamiento se distinguió por que los profesores exponían contenidos de los programas de curso en las plataformas sincrónicas y se demandó al estudiantado la realización de un número significativo de tareas sin objetivos formativos claros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é identificar o que é comunicado por um conjunto de memes que circularam nas redes sociodigitais sobre a educação virtual no contexto da pandemia da COVID-19, entendendo que a análise destes pode revelar os aspectos que preocuparam os estudantes durante o fechamento presencial das instituições de ensino superior. os pontos fortes do Ensino Remoto Emergencial (ERE) e seus pontos fracos. Com base em uma análise multimodal, foram analisados 41 Imemes publicados no Facebook, Reddit e Twitter entre março de 2020 e setembro de 2021. Os resultados revelaram que as dificuldades dos estudantes na educação virtual e os estados emocionais vivenciados como desânimo, medo e tristeza por não compreenderem os conteúdos das disciplinas foram projetados nesses estudos. Identificou-se que a educação virtual no isolamento se distinguia pelo fato de os professores exporem conteúdos dos programas dos cursos em plataformas síncronas e os alunos serem obrigados a realizar um número significativo de tarefas sem objetivos formativos claros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to identify what a set of memes that circulated in socio-digital networks communicate regarding virtual education in the context of the pandemic by COVID-19, with the understanding that the analysis of these can reveal the aspects that mostly concerned students during the faceto-face closure of higher education institutions, the strengths of Emergency Remote Education (ERE) and its weaknesses. Based on a multimodal analysis, 41 memes posted on Facebook, Reddit and Twitter between March 2020 and September 2021 were examined. The results revealed that the students' difficulties with virtual education and the emotional states they experienced, such as discouragement, fear and sadness for not understanding the contents of the courses, were projected in the memes. The authors also identified that virtual education during the lockdown period was characterized by the fact that the professors presented the contents of the course programs on the synchronic platforms and the students were required to carry out a significant number of tasks without definite formative objectives.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[representación social]]></kwd>
<kwd lng="es"><![CDATA[redes sociales]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[educação virtual]]></kwd>
<kwd lng="pt"><![CDATA[representação social]]></kwd>
<kwd lng="pt"><![CDATA[redes sociais]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Virtual education]]></kwd>
<kwd lng="en"><![CDATA[Social representation]]></kwd>
<kwd lng="en"><![CDATA[Social networks]]></kwd>
</kwd-group>
</article-meta>
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