<?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>S1984-64442019000100061</article-id>
<article-id pub-id-type="doi">10.5902/1984644437943</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação e tecnologia: a crise da inteligência]]></article-title>
<article-title xml:lang="en"><![CDATA[Education and technology: the crisis of intelligence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Maurício Rebelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[Bananeiras Paraíba]]></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=S1984-64442019000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442019000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442019000100061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Investiguei a relação entre a educação e tecnologia, argumentando acerca dos limites, desafios e possibilidades de enfrentamento do que chamamos de crise da inteligência. Meu objetivo é mostrar como as novas tecnologias vem transformando a forma como pensamos e agimos. Não são poucas as pesquisas e reflexões que mostram as influências negativas das novas tecnologias. Contudo, no campo educacional, são raros os trabalhos que procuram destacar essas dificuldades. Dessa forma, entendo a necessidade de refletir, investigar e argumentar sobre as consequências das novas tecnologias para a educação, amparando-se numa bibliografia específica a esse respeito. As novas tecnologias, a internet, por exemplo, são meios e não os fins da educação. Como meios, servem aos fins educacionais e não o contrário. Portanto, não se trata de proibir o acesso das novas gerações as novas tecnologias, mas de criar um espaço educacional onde elas possam desenvolver todas suas capacidades. O uso dessas tecnologias tem comprometido o desenvolvimento de importantes capacidades cognitivas como a memória, a imaginação e, também, a faculdade do pensar e cooperar. Para enfrentar esses desafios, revelando os resultados da pesquisa realizada, sugiro, no final do artigo, três medidas que podem ser implementadas imediatamente em nossas instituições educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT I investigated the relationship between education and technology, arguing about the limits, challenges and possibilities of coping with what we call the crisis of intelligence. My goal is to show how new technologies are transforming the way we think and act. There are many researches and reflections that show the negative influences of new technologies. However, in the educational field, there are few studies that attempt to highlight these difficulties. In this way, I understand the need to reflect, investigate and argue about the consequences of new technologies for education, based on a specific bibliography in this regard. New technologies, the internet, for example, are means and not the ends of education. As a means, they serve educational purposes, not vice versa. Therefore, it is not a question of prohibiting the access of new generations to new technologies, but of creating an educational space where they can develop all their capacities. The use of these technologies has compromised the development of important cognitive capacities such as memory, imagination and also the faculty of thinking and cooperating. To meet these challenges, revealing the results of the research, I suggest, at the end of the article, three measures that can be implemented immediately in our educational institutions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Intelligence]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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