<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362020000100088</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002701655</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A autoridade docente e a sociedade da informação: o papel das tecnologias informacionais na docência]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching authority and the information society: the role of information technology in teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[La autoridad docente y la sociedad de la información: el papel de las tecnologías de información en la docencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Leonardo Humberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Carlos Ângelo de Meneses]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mariz]]></surname>
<given-names><![CDATA[Ricardo Spindola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menezes]]></surname>
<given-names><![CDATA[Jaci Maria Ferraz de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário de Brasília e União Marista do Brasil  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,União Marista do Brasil  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>28</volume>
<numero>106</numero>
<fpage>88</fpage>
<lpage>109</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362020000100088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362020000100088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362020000100088&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetivou-se identificar de que maneira as tecnologias e a prática docente, frente à &#8220;Sociedade da Informação&#8221;, reforçam, ou põem em xeque, a percepção do professor sobre a sua autoridade. A reflexão sobre o conceito de autoridade de Hannah Arendt direcionou o pilar teórico e conceitual do estudo. Como resultado, identificou-se que o aluno possui facilidade em interagir com a tecnologia, mas essa facilidade não ultrapassa o seu uso no contexto comunicacional e de lazer; que o acesso dos alunos às novas bases informacionais pode gerar um sentimento de perda da autoridade por parte do professor despreparado; e que não é o domínio da tecnologia pelo professor que estabelece a sua autoridade, mas sim, a constituição de significado que é construído durante a relação educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aims to identify how the technologies and the teaching practice in the &#8220;Information Society&#8221; reinforce or challenge the teacher&#8217;s perception of his/her authority. Hannah Arendt&#8217;s works are the main theoretical pillar. This qualitative research project used the analysis of collective subject discourse. Results identified that students easily interacted with technology, since this use does not exceed the communication and leisure contexts. Furthermore, students&#8217; access to the new informational bases in fact can generate a feeling of loss of authority on the part of the unprepared teacher. At last, the mastery of technology by the teacher does not establish his/her authority, but rather the relation of meaning constructed during the educational relationship.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tuvo como objetivo identificar las formas por las cuales las tecnologías y la práctica docente en relación con la &#8220;sociedad de información&#8221; refuerzan o afectan negativamente la percepción de los profesores y su autoridad por los estudiantes. La reflexión relativa al concepto de autoridad por Hannah Arendt basó teóricamente y conceptualmente esta investigación. Esta investigación cualitativa utilizó la técnica del discurso del sujeto colectivo. Los resultados revelan que los estudiantes tienen facilidad de interactuar con las tecnologías, pero solamente en los contextos de comunicación y diversión; que el acceso de los discentes a las nuevas bases informacionales puede generar un sentimiento de pérdida de autoridad por el profesor menos preparado y que no es el dominio de la tecnología por el docente que fundamenta su autoridad, pero la constitución del significado construido durante la relación educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autoridade docente]]></kwd>
<kwd lng="pt"><![CDATA[Crise]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Informação]]></kwd>
<kwd lng="pt"><![CDATA[Incerteza]]></kwd>
<kwd lng="en"><![CDATA[Teacher Authority]]></kwd>
<kwd lng="en"><![CDATA[Education crisis]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Information]]></kwd>
<kwd lng="en"><![CDATA[Uncertainty]]></kwd>
<kwd lng="es"><![CDATA[Autoridad docente]]></kwd>
<kwd lng="es"><![CDATA[Crisis educativa]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Información]]></kwd>
<kwd lng="es"><![CDATA[Incertidumbre]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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