<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742017000300012</article-id>
<article-id pub-id-type="doi">10.1590/198053144261</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Cultura digital y diversidad: perspectivas de discursos de políticas TIC-Educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital culture and diversity: perspectives of discourses on ICT-Education Policies]]></article-title>
<article-title xml:lang="fr"><![CDATA[Culture digitale et diversité: perspectives des discours concernant les politiques TIC-Éducation]]></article-title>
<article-title xml:lang="pt"><![CDATA[Cultura digital e diversidade: perspectivas de discursos de políticas TIC-Educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vivanco]]></surname>
<given-names><![CDATA[Georgina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gorostiaga]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Senac-Santa Catarina Setor de Educação Superior Divisão de Educação Profissional, Departamento Regional]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Torcuato Di Tella  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<volume>47</volume>
<numero>165</numero>
<fpage>1016</fpage>
<lpage>1043</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742017000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742017000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742017000300012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este art&#237;culo presenta una investigaci&#243;n que busca comprender c&#243;mo se representan la diversidad cultural y el nuevo ecosistema de comunicaci&#243;n de la emergente cultura digital en los discursos que orientan las pol&#237;ticas de Tecnolog&#237;as de la Informaci&#243;n y Comunicaci&#243;n -TIC- en la educaci&#243;n, en Brasil, Argentina y Chile. Es una investigaci&#243;n cualitativa que utiliza el an&#225;lisis del discurso como m&#233;todo de an&#225;lisis y la cartograf&#237;a social como forma de representar el campo intertextual. Se mapean las perspectivas discursivas a partir de la relaci&#243;n entre diversidad cultural y cultura digital, y se resalta la necesidad de la pertinencia cultural de las iniciativas TIC en la educaci&#243;n, as&#237; como de reconocer a la cultura digital como una diversidad cultural en el dise&#241;o de las pol&#237;ticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this article is to understand how cultural diversity and the new communication ecosystem emerging from digital cultures are represented within the discourses that frame Information and Communication Technology - ICT - policies in education, in Brazil, Argentina and Chile. It is a qualitative study that employed discourse analysis procedures to understand the results and social cartography as a way of representing the intertextual field. Discursive perspectives are mapped based on the relationship between cultural diversity and digital culture. The article emphasizes the need for cultural relevance in ICT education initiatives, as well as for recognizing digital culture as a component of cultural diversity in the design of educational policies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#201;SUM&#201; Cet article pr&#233;sente une recherche visant &#224; comprendre la mani&#232;re par laquelle sont repr&#233;sent&#233;s la diversit&#233; culturelle et le nouvel &#233;cosyst&#232;me de communication de la culture digitale &#233;mergente &#224; l&#8217;int&#233;rieur des discours qui orientent les politiques de Technologie de l&#8217;Information et de Communication - TIC - dans l&#8217;&#233;ducation au Br&#233;sil, au Chili et en Argentine. Il s&#8217;agit d&#8217;une recherche qualitative qui utilize la m&#233;thode de l&#8217;analyse du discours et la cartographie sociale comme forme de repr&#233;sentation du champ intertextuel. Les perspectives discursives sont r&#233;per&#233;es &#224; partir du rapport entre la diversit&#233; culturelle et la culture digitale et la necessit&#233; de la pertinence culturelle des initiatives en TIC pour &#233;ducation et la reconnaissance de la diversit&#233; culturelle dans la conception des politiques &#233;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo apresenta uma pesquisa que busca compreender como se representa a diversidade cultural e o novo ecossistema de comunica&#231;&#227;o da emergente cultura digital nos discursos que orientam as pol&#237;ticas de Tecnologias da Informa&#231;&#227;o e Comunica&#231;&#227;o - TIC - na educa&#231;&#227;o, no Brasil, Argentina e Chile. Trata-se de uma pesquisa qualitativa que utiliza a an&#225;lise do discurso como m&#233;todo de an&#225;lise e a cartografia social como forma de representar o campo intertextual. S&#227;o mapeadas as perspectivas discursivas a partir da rela&#231;&#227;o entre diversidade cultural e cultura digital, e ressalta-se a necessidade da pertin&#234;ncia cultural das iniciativas TIC na educa&#231;&#227;o, assim como do reconhecimento da cultura digital como uma diversidade cultural no desenho das pol&#237;ticas educacionais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Políticas Educativas]]></kwd>
<kwd lng="es"><![CDATA[Cartografía Social]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Social Cartography]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="fr"><![CDATA[Politiques Éducatives]]></kwd>
<kwd lng="fr"><![CDATA[Cartographie Sociale]]></kwd>
<kwd lng="fr"><![CDATA[TIC]]></kwd>
<kwd lng="fr"><![CDATA[Éducation]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Cartografia Social]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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