<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432014000200219</article-id>
<article-id pub-id-type="doi">10.2014/jul.dezv23n42019</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As identidades dos alunos em tempos de cultura digital: a percepção dos professores de educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Students´ identities in times of digital culture: the perception of teachers of basic education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Backes]]></surname>
<given-names><![CDATA[José Licínio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pavan]]></surname>
<given-names><![CDATA[Ruth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Dom Bosco Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>23</volume>
<numero>42</numero>
<fpage>219</fpage>
<lpage>227</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432014000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432014000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432014000200219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo centra-se nos efeitos percebidos pelos professores nas identidades dos alunos da educa&#231;&#227;o b&#225;sica em raz&#227;o da cultura digital. Inspira-se no campo te&#243;rico dos Estudos Culturais, que tem como uma de suas preocupa&#231;&#245;es mostrar os in&#250;meros efeitos que as TICs, como inven&#231;&#245;es humanas, produzem sobre n&#243;s e as transforma&#231;&#245;es que elas trazem para a educa&#231;&#227;o, problematizando os diferentes significados do ato de educar em tempos de cultura digital. Para identificar as mudan&#231;as observadas, foram aplicados question&#225;rios abertos para 20 professores de educa&#231;&#227;o b&#225;sica de uma escola da rede estadual localizada na regi&#227;o Centro-Oeste do Brasil. De acordo com nossas discuss&#245;es te&#243;ricas, as caracter&#237;sticas dos estudantes apontadas pelos professores podem ser vistas como prejudiciais ao processo educativo (desinteresse, agita&#231;&#227;o, distra&#231;&#227;o, comodismo, dispers&#227;o), favor&#225;veis (criatividade, interlocu&#231;&#227;o, interesse, curiosidade, mais informa&#231;&#227;o) ou, ainda, como uma mescla de ambos os tipos. De qualquer modo, elas mostram a condi&#231;&#227;o dos estudantes p&#243;s-modernos, sujeitos que s&#227;o um efeito dos in&#250;meros discursos que se dobram em seus corpos, incluindo os discursos midi&#225;ticos. Em raz&#227;o desses discursos, suas identidades s&#227;o constantemente ressignificadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper focuses on the effects of digital culture on students&#180; identities perceived by teachers of basic education. It is based on the theoretical field of Cultural Studies, which is concerned with the effects that ICT, as human inventions, have produced in us and the changes they have brought to education, problematizing the different meanings of educating in times of digital culture. In order to identify such changes, open questionnaires were applied to 20 teachers of basic education from a state school located in the middle-west of Brazil. According to our theoretical discussions, the characteristics of students identified by the teachers can be seen as either harmful (lack of interest, inquietude, distraction, self-indulgence, dispersion) or favorable (creativity, interlocution, interest, curiosity, more information) to the education process, or even as a combination of both. Anyway, they reveal the postmodern students' condition as subjects that are an effect of a range of discourses folded in their bodies, including the media discourse. Due to these discourses, their identities are constantly resignified.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="pt"><![CDATA[Identidades]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="en"><![CDATA[Digital Culture]]></kwd>
<kwd lng="en"><![CDATA[Identities]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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