<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442019000100051</article-id>
<article-id pub-id-type="doi">10.5902/1984644430910</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dispositivo de tecnocientificidade e Educação de Jovens e Adultos (EJA)]]></article-title>
<article-title xml:lang="en"><![CDATA[Dispositive of technoscientificity and Adult Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bocasanta]]></surname>
<given-names><![CDATA[Daiane Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wanderer]]></surname>
<given-names><![CDATA[Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Knijnik]]></surname>
<given-names><![CDATA[Gelsa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[São Leopoldo Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442019000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442019000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442019000100051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo apresenta resultados de uma pesquisa cujo objetivo consistiu em analisar como opera o dispositivo da tecnocientificidade na produção de subjetividades de alunos adultos, em processo de alfabetização. O referencial teórico utilizado situa-se nas formulações de Michel Foucault sobre noções tais como as de dispositivo e subjetivação. O material de pesquisa foi organizado em duas instâncias: a) livros didáticos endereçados à Educação de Jovens e Adultos (EJA) e b) narrativas geradas em um trabalho pedagógico com uma classe de alfabetização e pós-alfabetização da EJA sobre o uso de tecnologias na contemporaneidade. A análise do material de pesquisa possibilitou inferir que os estudantes desejam se apropriar dos conhecimentos relativos à tecnologia para melhor realizar suas atividades laborais e educacionais, assim como para facilitar a comunicação entre familiares e amigos. Também se posicionam como retardatários em relação à aquisição desses conhecimentos, referenciando os jovens como aqueles que dominam e conseguem lidar com a tecnologia. Isso nos leva a pensar que entre as diferentes estratégicas que conformam o dispositivo da tecnocientificidade está a captura do interesse dos sujeitos escolares para assuntos de ordem tecnocientífica, conduzindo suas condutas e criando o desejo de se sentirem incluídos em nosso mundo maquinocêntrico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The paper presents results of a research whose objective was to analyze how the dispositive of technoscientity works in the production of subjectivities of adult students who were in a literacy process. Its theoretical framework is based on Michel Foucault's formulations on notions such as dispositive and subjectivation. Data was organized in two instances: a) textbooks addressed to adult education and b) narratives generated in a pedagogical work with a class of literacy and post-literacy adults about the use of technologies in contemporaneity. Based on data analysis we could conclude that the students wish to acquire the technological knowledge to better carry out their work and educational activities, as well as to facilitate the communication with their family and friends. They also position themselves as laggards in relation to the acquirement of this knowledge and considered young people as those who dominate and manage to deal with technology. This leads us to think that one among the different strategies that conform the dispositive of technoscientificity is the capture of the interest of the school subjects for techno-scientific issues that conducts their conducts and create the desire to feel included in our machinocentric world.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Dispositivo da tecnocientificidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="pt"><![CDATA[Subjetivação]]></kwd>
<kwd lng="en"><![CDATA[of technoscientificity]]></kwd>
<kwd lng="en"><![CDATA[Adult Education]]></kwd>
<kwd lng="en"><![CDATA[Subjectivation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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