<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602020000100125</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.62506</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perspectivas da performance docente à luz das tecnologias digitais]]></article-title>
<article-title xml:lang="en"><![CDATA[Perspectives of teaching performance in thelight of digital technologies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conte]]></surname>
<given-names><![CDATA[Elaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[Canoas Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602020000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602020000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602020000100125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A performance surge nesse ensaio como uma dimensão inquietante e complexa, para compreendermos a dinâmica das relações do viver fluído e intenso das interconexões digitais, considerando a emergência da tecnociência e do agir pedagógico online. Trata-se de aprofundar os debates hermenêuticos sobre as dimensões da performance docente com as transformações objetivas, subjetivas e sociais das redes sociais. Afinal, o que estamos performando em termos de ações pedagógicas, filosóficas e políticas na cultura digital? Os desafios de uma performance docente aliada à cultura digital revelam déficits acerca da recriação de conhecimentos e atuação performativa do professor na areia movediça das tecnologias. Tais provocações da atuação docente na cibercultura apontam para ambiguidades dos processos pedagógicos nos meios virtualizados, o que demanda um processo de reflexão que possa se expandir com potencial de conversação, potencial de visibilidade e contradições performativas. Uma visão crítica da pedagogia online com contrapontos e desdobramentos no exercício da imaginação e da produção de conhecimentos requer a ação docente para engajar-se às performances sociais, a partir de outras releituras e pesquisas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The performance appears in this essay as a disturbing and complex dimension, to understand the dynamics of the relationships of the fluid and intense living of digital interconnections, considering the emergence of technoscience and online pedagogical action. It is a question of deepening the hermeneutic debates about the dimensions of the teaching performance with the objective, subjective and social transformations of the social networks. After all, what are we performing in terms of pedagogical, philosophical and political actions in digital culture? The challenges of a teaching performance allied to the digital culture reveal déficices about the recreation of knowledge and performative performance of the teacher in the quicksand of technologies. Such provocations of the teaching activity in cyberculture point to ambiguities of the pedagogical processes in the virtualized media, which demands a process of reflection that can expand with potential for conversation, potential visibility and performative contradictions. A critical view of online pedagogy with counterpoint and unfolding in the exercise of imagination and the production of knowledge requires the teaching action to engage in social performances, from other re-readings and researches.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Performances]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[Redes sociais]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação]]></kwd>
<kwd lng="en"><![CDATA[Performances]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[Social networks]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Communication]]></kwd>
</kwd-group>
</article-meta>
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