<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492013000400049</article-id>
<article-id pub-id-type="doi">10.17058/rea.v21i2.3437</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educar na sociedade da informação]]></article-title>
<article-title xml:lang="en"><![CDATA[Dynamic educational and knowledge society]]></article-title>
<article-title xml:lang="es"><![CDATA[Dinámica educativa y sociedad del conocimiento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Claudino]]></surname>
<given-names><![CDATA[Osmundo Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual da Paraíba  ]]></institution>
<addr-line><![CDATA[Campina Grande PB]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>49</fpage>
<lpage>72</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492013000400049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492013000400049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492013000400049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  A emerg&#234;ncia da sociedade da informa&#231;&#227;o e as implica&#231;&#245;es para o campo da educa&#231;&#227;o formam o objeto de an&#225;lise deste artigo que, assim, procura delinear o perfil do modelo de sociedade informacional, desde seus principais precedentes hist&#243;ricos &#224; sua conceitua&#231;&#227;o. A caracteriza&#231;&#227;o da sociedade do conhecimento, impulsionada pelas transforma&#231;&#245;es tecnol&#243;gicas, coloca em evid&#234;ncia o rearranjo do processo ensino-aprendizagem a partir da desterritorializa&#231;&#227;o/virtualiza&#231;&#227;o, exigindo novas pr&#225;ticas &#224; transa&#231;&#227;o de saberes. Conclui-se que educar na cibercultura implica reconhecer a crise paradigm&#225;tica do sistema educacional, rever posturas e compreender os avan&#231;os tecnol&#243;gicos como aliados de novas pr&#225;ticas que ampliam o papel do educador e redimensionam a voca&#231;&#227;o humanit&#225;ria num novo habitat.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The emergence of the information society and the implications for the field of education form the object of analysis of this article, therefore, seeks to outline the profile of the model of informational society, since its main historical precedents to its conceptualization. The characterization of the knowledge society, driven by technological change, highlights the rearrangement of the teaching-learning process from the deterritorialization / virtualization, requiring new practical knowledge of the transaction. We conclude that educate in cyberculture implies recognizing the paradigmatic crisis of the educational system, review postures and understand the technological advances as allies of new practices that expand the role of educator and humanitarian vocation to resize a new habitat.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El surgimiento de la sociedad de la informaci&#243;n y las implicaciones para el campo de la educaci&#243;n constituyen el objeto de an&#225;lisis de este art&#237;culo, por lo tanto, trata de trazar el perfil de la modelo de sociedad de la informaci&#243;n, ya que sus precedentes hist&#243;ricos de mayor importancia para su conceptualizaci&#243;n. La caracterizaci&#243;n de la sociedad del conocimiento, impulsada por el cambio tecnol&#243;gico, destaca la reorganizaci&#243;n del proceso de ense&#241;anza-aprendizaje de la desterritorializaci&#243;n / virtualizaci&#243;n, que requieren nuevos conocimientos pr&#225;cticos de la operaci&#243;n. Llegamos a la conclusi&#243;n de que educar en la cibercultura implica el reconocimiento de la crisis paradigm&#225;tica del sistema educativo, las posturas de revisar y comprender los avances tecnol&#243;gicos como aliados de las nuevas pr&#225;cticas que ampl&#237;en el papel del educador y la vocaci&#243;n humanitaria para cambiar un nuevo h&#225;bitat.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Cibercultura]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Cyberculture]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Cibercultura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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<source><![CDATA[]]></source>
<year></year>
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</back>
</article>
