<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762020000200994</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i2p994-1016</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTRATÉGIAS PARA RESISTIR ÀS RESISTÊNCIAS: EXPERIÊNCIAS DE PESQUISA E DOCÊNCIA EM EDUCAÇÃO E TECNOLOGIA]]></article-title>
<article-title xml:lang="en"><![CDATA[STRATEGIES TO RESIST RESISTANCE: TEACHING AND RESEARCH EXPERIENCES IN EDUCATION AND TECHNOLOGY]]></article-title>
<article-title xml:lang="es"><![CDATA[ESTRATEGIAS PARA RESISTIR A LAS RESISTENCIAS: EXPERIENCIAS DE INVESTIGACIÓN Y ENSEÑANZA EN EDUCACIÓN Y TECNOLOGÍA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[Giselle Martins dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[Jaciara de Sá]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LEMGRUBER]]></surname>
<given-names><![CDATA[Márcio Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ROSADO]]></surname>
<given-names><![CDATA[Luiz Alexandre da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,PUC-Rio  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Nacional de Educação de Surdos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>994</fpage>
<lpage>1016</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000200994&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000200994&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000200994&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO É difícil prever o futuro da educação brasileira, mas a presença cada vez mais marcante das tecnologias digitais em contextos educacionais parece ser uma tendência irrefreável. Proliferam novas siglas, acrônimos e rótulos apresentados como novidades, mas que, frequentemente, apenas reciclam velhas ideias. Enquanto a expansão da indústria que fornece artefatos digitais para fins supostamente educacionais se dá com o respaldo de políticas de fomento à inovação, as discussões pertinentes são predominantemente maniqueístas e marcadas por juízos de valor fortemente afetivos. Nesse contexto, para que seja possível enfrentar condições possivelmente adversas aos valores de uma educação focalizada na formação de cidadãos críticos, é preciso desafiar essa polarização. Fundamentado em estudos críticos e na experiência docente dos autores, este ensaio discute recursos e estratégias pedagógicas que visam a resistir às resistências fundadas em concepções simplistas da relação educação-tecnologia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT It is difficult to predict the future of Brazilian education, but the ever-increasing presence of digital technologies in educational contexts seems to be an unstoppable trend. New acronyms and labels proliferate, presented as novelties that, often, only recycle old ideas. Whilst the expansion of the industry that supplies digital artefacts for supposedly educational purposes is supported on policies that foster innovation, pertaining discussions are predominantly polarised and marked by strongly affective value judgements. In this context, to face conditions that are possibly contrary to the values of an education for citizenship, it is necessary to challenge this polarisation. Based upon critical studies and the combined teaching experience of the authors, this essay discusses pedagogical strategies aimed at resisting resistances associated with simplistic conceptions of the relationship education-technology.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Es difícil predecir el futuro de la educación brasileña, pero la presencia cada vez más fuerte de las tecnologías digitales en contextos educativos parece ser una tendencia irrefrenable. Proliferan nuevas siglas, acrónimos y rótulos presentados como novedades, pero que a menudo sólo reciclan viejas ideas. Mientras que la expansión de la industria que fornece artefactos digitales para fines supuestamente educativos se da con el respaldo de política de fomento a la innovación, las discusiones pertinentes son predominantemente polarizadas y marcadas por juicios de valor afectivos. En este contexto, para afrontar condiciones posiblemente adversas a los valores de una educación focalizada en la formación de ciudadanos críticos, es preciso desafiar esa polarización. Anclado en estudios críticos y en la experiencia docente de los autores, este ensayo discute estrategias pedagógicas que apuntan a resistir a las resistencias fundadas en concepciones simplistas de la relación educación-tecnología.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação e tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Abordagens críticas]]></kwd>
<kwd lng="pt"><![CDATA[Ideologia]]></kwd>
<kwd lng="pt"><![CDATA[Teorias do discurso]]></kwd>
<kwd lng="pt"><![CDATA[Metáforas.]]></kwd>
<kwd lng="en"><![CDATA[Education and technology]]></kwd>
<kwd lng="en"><![CDATA[Critical approaches]]></kwd>
<kwd lng="en"><![CDATA[Ideology]]></kwd>
<kwd lng="en"><![CDATA[Theories f discourse]]></kwd>
<kwd lng="en"><![CDATA[Metaphors.]]></kwd>
<kwd lng="es"><![CDATA[Educación y tecnología]]></kwd>
<kwd lng="es"><![CDATA[Abordagens críticas]]></kwd>
<kwd lng="es"><![CDATA[Ideología]]></kwd>
<kwd lng="es"><![CDATA[Teorias de discurso]]></kwd>
<kwd lng="es"><![CDATA[Metáforas.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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