<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000301078</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.062.ds09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;Black Mirror&#8221; e aprendizagens em rede: distopia, retrotopia e utopias em vivências (trans)formadoras na educação]]></article-title>
<article-title xml:lang="en"><![CDATA["Black Mirror" and networked learning: dystopia, retrotopia and utopias in (trans)formative experiences in education]]></article-title>
<article-title xml:lang="es"><![CDATA["Black Mirror" y aprendizajes en red: distopia, retrotopia y utopias en vivencias (trans)formadoras en la educación]]></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[Silva]]></surname>
<given-names><![CDATA[Judilma Aline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida Júnior]]></surname>
<given-names><![CDATA[Sebastião Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>62</numero>
<fpage>1078</fpage>
<lpage>1104</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000301078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000301078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000301078&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo apresenta três experiências de pesquisa desenvolvidas pelo Grupo de Pesquisa Aprendizagem em Rede, fomentadas com episódios da série de TV britânica &#8220;Black Mirror - BM&#8221;. Tendo como objetivo os estudos da cultura e educação digitais, a primeira vivência (trans)formativa se deu no interior do grupo de estudos, seguida de outra que envolveu o grupo e estudantes da Faculdade de Educação e uma última, com jovens que cumprem medidas sócioeducativas em regime semi-aberto. Sob o viés teórico de estudos recentes da cibercultura, destacam-se conceitos tratados por Pierre Lévy (1999, 2014) e por André Lemos (2018), em diálogo com conceitos de distopia (JACOBY, 2007), retrotopia (BAUMAN, 2017) e utopia (FREIRE, 2006a). A análise, em meio a pesquisa narrativa (CLANDININ e CONNELLY, 2011), considerou que no mundo atual coexistem movimentos de distopia, retrotopia e utopia e que os episódios da série refletem a função social que as tecnologias digitais assumem na vida contemporânea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article presents three experiences of research developed by the Research Group Learning in Network, nurtured with episodes of the British television series "Black Mirror - BM". Having as objective studies of digital culture and education, the first experience (trans)formation took place within the group of studies, followed by another that involved the group and students from the Faculty of Education and the last one, with young people who meet educational social measures in semi-open. Under the theoretical bias of recent studies of cyberculture, we highlight concepts treated by Pierre Lévy (1999, 2014) and by André Lemos (2018), in dialog with concepts of dystopia (Jacoby, 2001), retrotopia (BAUMAN, 2017) and utopia (Freire, 2006a). The analysis, in the midst of the research narrative (CLANDININ &amp; CONNELLY, 2011), considered that the current world coexists movements of dystopia, retrotopia and utopia and that episodes of the series reflect the social function that digital technologies play in contemporary life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo presenta tres experiencias de investigación desarrolladas por el Grupo de Pesquisa Aprendizagem em Rede, fomentadas a partir de episodios de la serie de televisión británica &#8220;Black Mirror - BM&#8221;. Teniendo como objetivo los estudios de cultura y educación digitales, la primera vivencia (trans)formadora se dio en el interior del grupo de estudios, seguida de otra que se desarrolló el Grupo y estudiantes de la Facultad de Educación y la última, con jóvenes que cumplen medidas socioeducativas en regímenes semi-abiertos. Sobre el sustento teórico de los estudios recientes de cibercultura, se destacan conceptos tratados por Pierre Lévy (, 1999, 2014) y por André Lemos (2018), en diálogo con conceptos de distopia (JACOBY, 2001), retrotraía (BAUMAN, 2017) y utopia (FREIRE, 2006a). El análisis, en medio de la investigación narrativa (CLANDININ e CONNELLY, 2011), consideró que en el mundo actual coexisten movimentos de distopía, retrotopía y utopia y que los episodios de la serie reflejan la función social que las tecnologías digitales asumen en la vida contemporanea.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem em redes]]></kwd>
<kwd lng="pt"><![CDATA[Educação e &#8220;Black Mirror&#8221;]]></kwd>
<kwd lng="pt"><![CDATA[Vivências (trans)formadoras na educação]]></kwd>
<kwd lng="en"><![CDATA[Learning in networks]]></kwd>
<kwd lng="en"><![CDATA[Education and &#8220;Black Mirror&#8221;]]></kwd>
<kwd lng="en"><![CDATA[(trans) formative experiences in education]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje en red]]></kwd>
<kwd lng="es"><![CDATA[Educación y &#8220;Black Mirror&#8221;]]></kwd>
<kwd lng="es"><![CDATA[Vivencia (trans)formadora en educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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