<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302022000100206</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-29</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As Tecnologias Digitais da Informação e Comunicação no ensino de Geografia: para além de visões instrumentais]]></article-title>
<article-title xml:lang="es"><![CDATA[Las Tecnologías digitales de la Información y la Comunicación (TIC) en la enseñanza de la Geografía en la Educación Básica, además de visiones instrumentales]]></article-title>
<article-title xml:lang="en"><![CDATA[The application of Digital Information and Communication Technologies (DICTs) in Geography teaching: beyond instrumental visions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ladeira]]></surname>
<given-names><![CDATA[Francisco Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São João del-Rei  ]]></institution>
<addr-line><![CDATA[São João del-Rei Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As &#8220;Tecnologias Digitais da Informação e Comunicação (TDICs) - smartphones computadores e tablets, entre outros aparatos - têm modificado as diferentes relações sociais, de maneira geral, e o processo de construção do conhecimento, de modo particular. Quando se fala em TDICs no ambiente escolar, não raro encontramos posicionamentos que concebem estas tecnologias somente como &#8220;materiais didáticos&#8221; ou &#8220;metodologias&#8221;, o que significa considerá-las simples ferramentas didático-pedagógicas. Nesse sentido, visando superar visões instrumentais sobre as TDICs, no presente artigo propomos a compressão das tecnologias digitais como dispositivos responsáveis por gerar novas formas de ensinar e apreender, enfatizando os conteúdos trabalhados na Geografia escolar e as possibilidades pedagógicas de aplicação das tecnologias digitais nessa disciplina. Nosso procedimento de pesquisa foi caracterizado pelo levantamento de literatura a respeito dos impactos sociais e cognitivos das tecnologias digitais. Constatou-se que as TDICs, mais do que potenciais recursos paradidáticos, são artefatos culturais que podem modificar a maneira como o cérebro aprende.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las &#8220;Tecnologías digitales de la Información y la Comunicación&#8221; (TDIC) - computadoras, teléfonos inteligentes y tabletas, entre otros dispositivos- han modificado las diferentes relaciones sociales, en general, y el proceso de construcción del conocimiento, en particular. Al hablar de las TDIC en el ámbito escolar, no es raro encontrar posiciones que conciban estas tecnologías solo como &#8220;materiales didácticos&#8221; o &#8220;metodologías&#8221;, lo que significa considerarlas como simples herramientas didáctico-pedagógicas. En este sentido, con el objetivo de superar visiones instrumentales sobre las TDIC, en este artículo proponemos la compresión de las tecnologías digitales como dispositivos responsables de generar nuevas formas de enseñanza y aprendizaje, enfatizando los contenidos trabajados en la geografía escolar y las posibilidades pedagógicas de la aplicación de tecnologías digitales en esta disciplina. Nuestro procedimiento de investigación se caracterizó por un relevamiento de la literatura sobre los impactos sociales y cognitivos del uso de tecnologías digitales. Se encontró que las TIC, más que potenciales recursos paradidácticos, son artefactos culturales que pueden cambiar la forma en que el cerebro aprende.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Digital Information and Communication Technologies (DICTs) - smartphones, computers and tablets, among other devices - have been changing the different social relationships, in general, and the process of knowledge construction, in particular. When talking about DICTs in the school environment, we often find positions that conceive these technologies only as "teaching materials" or "methodologies", which means considering them as simple didactic and pedagogical tools. In this sense, aiming to overcome instrumental views about DICTs, in this article we propose the compression of digital technologies as devices responsible for generating new ways of teaching and learning, emphasizing the contents worked in school Geography and the pedagogical possibilities of application of digital technologies in this discipline. Our research procedure was characterized by a literature survey on the social and cognitive impacts of digital technologies. We found that DICTs, more than potential paradidactic resources, are cultural artifacts that can modify the way the brain learns.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[TDICs]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Cognição]]></kwd>
<kwd lng="es"><![CDATA[TDIC]]></kwd>
<kwd lng="es"><![CDATA[Metodologías]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="es"><![CDATA[Cognición]]></kwd>
<kwd lng="en"><![CDATA[DICTs]]></kwd>
<kwd lng="en"><![CDATA[Methodologies]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Cognition]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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