<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732015000200589</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2014v33n2p589</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DocênciaS na/com a contemporaneidade: experiências (trans)formadoras em meio à cultura digital e em rede]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachingin / withth e contemporaneity: (trans) forming experiences through the digital and networked culture]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza en/con la contemporaneidad: experiências (trans)formadoras através de la cultura digital y en red]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bruno]]></surname>
<given-names><![CDATA[Adriana Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pesce]]></surname>
<given-names><![CDATA[Lucila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>589</fpage>
<lpage>611</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732015000200589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732015000200589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732015000200589&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente artigo aborda as doc&#234;nciaS na contemporaneidade, em meio &#224; cultura digital e em rede. A multiplicidade, uma das marcas do mundo atual, convoca todos &#224; distor&#231;&#227;o de olhares, maximiza&#231;&#227;o de percep&#231;&#245;es, escutas e odores, eclos&#227;o de paladares, para a viv&#234;ncia paradoxal, em dimens&#245;es atemporais e pluriespaciais. O diverso e o plural coexistem e, assim, s&#227;o contradit&#243;rios, complexos e tamb&#233;m instigantes. Para falar/pensar em processos formativos, doc&#234;ncia e disc&#234;ncia, neste contexto faz-se necess&#225;rio plurificar. Dessa forma, justifica-se a express&#227;o doc&#234;ncias, com destaque para a letra S, plural, m&#250;ltipla. Para tratar de um tema t&#227;o vasto e complexo, s&#227;o apresentados tr&#234;s pontos de "flex&#227;o": 1) Oroboro: a persist&#234;ncia/insist&#234;ncia da doc&#234;ncia apartada da disc&#234;ncia; 2) a cultura digital e em rede: desdobrando ideias para a pr&#225;tica do desapego; 3) temas e dilemas atuantes como campo de possibilidades nas/com as doc&#234;ncias contempor&#226;neas. Todos estes pontos s&#227;o desenvolvidos/debatidos por meio das pesquisas que foram realizadas nos &#250;ltimos anos, em articula&#231;&#227;o com as experi&#234;ncias de doc&#234;ncias, agenciadas pelas investiga&#231;&#245;es sobre as pr&#225;ticas pedag&#243;gicas cocriadas na cibercultura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses the teaching(S) (in the plural) in contemporary times, in the midst of digital culture and networked. The multiplicity, one of the hallmarks of today's world, calls all of us to the distortion of looks, maximizing perceptions, listens and smells, in an explosion of flavors, to the paradoxical experience in timeless and multi spatial dimensions. The diverse and plural coexist in a contradictory, complex and intriguing way. To talk/think about training processes, teaching and learning, in this context, it is necessary to capture and understand this movement in a plural sense. This context justifies the expression teaching in a plural, multiple dimension. To deal with a subject so vast and complex, the authors bring three points: 1) Oroboro: persistence/ insistence of teaching apart from learning; 2) digital and networked culture: unfolding ideas to practice detachment; 3) issues and dilemmas as active Field of possibilities in/with contemporary teaching(S). All these points are developed/discussed by researches conducted by the authors in recent years, together with the experiences of teaching(S), handled by research on teaching practices created in co-authorship in cyber culture.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este art&#237;culo aborda las ense&#241;anza(S) en la contemporaneidad en medio de la cultura digital y en red. La multiplicidad, una de las caracter&#237;sticas del mundo de hoy, llama a la distorsi&#243;n de las miradas, percepciones, maximizando escucha y olores, a una explosi&#243;n de sabores, a la experiencia parad&#243;jica, en dimensiones con caracter&#237;stica atemporal y multiespacial. Lo diverso y lo plural coexisten de manera contradictoria, compleja y estimulante. Para hablar / pensar en procesos de capacitaci&#243;n, ense&#241;anza y aprendizaje en este contexto, es necesario pensar de modo plural. Justifica, as&#237;, la expresi&#243;n ense&#241;anza(S), especialmente la letra S, plural, m&#250;ltiple. Para hacer frente a un tema tan vasto y complejo, son presentado tres puntos de inflexi&#243;n: 1) Oroboro: persistencia/insistencia aparte de la ense&#241;anza; 2) la cultura digital y en red: se desdoblan ideas para practicar el desapego; 3) las cuestiones y dilemas como campo activo de posibilidades en/con ense&#241;anza(S) contempor&#225;neas. Todos estos puntos se desarrollan por medio de las investigaciones que fueron desarrolladas en los &#250;ltimos a&#241;os, articuladas a las experiencias de ense&#241;anza(S) sobre las pr&#225;cticas pedag&#243;gicas fundadas en coautor&#237;a en la cibercultura.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docências Contemporâneas]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="pt"><![CDATA[Experiências e Redes]]></kwd>
<kwd lng="en"><![CDATA[Contemporary Teaching]]></kwd>
<kwd lng="en"><![CDATA[Digital Culture]]></kwd>
<kwd lng="en"><![CDATA[Experiences and Networks]]></kwd>
<kwd lng="es"><![CDATA[Enseñanzas Contemporáneas]]></kwd>
<kwd lng="es"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="es"><![CDATA[Experiencias y Redes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
