<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142012000100012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Blog na produção de conhecimento escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teruya]]></surname>
<given-names><![CDATA[Teresa Kazuko]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Takara]]></surname>
<given-names><![CDATA[Samilo]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>12</volume>
<numero>01</numero>
<fpage>113</fpage>
<lpage>120</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142012000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142012000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142012000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo analisa a potencialidade de se trabalhar os conteúdos dos currículos escolares de forma interativa e desenvolver a aprendizagem colaborativa do conhecimento utilizando o blog na educação. O problema é: Será que o blog pode ser uma ferramenta de produção de conhecimento no espaço escolar? A utilidade desta ferramenta on-line no processo de ensino e aprendizagem será analisada pelas lentes dos Estudos Culturais e na perspectiva foucaultiana sobre as interdições e a vontade de verdade dos discursos pedagógicos. As interdições no ambiente on-line interativo são menores do que as interdições no discurso do falante fora desses ambientes, por isso o medo de falar e ser criticado é menor. O contato mediado pelo blog permite ao produtor do discurso a previsão de algumas respostas, alguns questionamentos e verificação da validação ou não de suas ideias sem uma exposição real. Na chamada “blogosfera”, há tensões entre teorias e falantes e pode ser uma ferramenta útil para o processo de interação on-line entre os usuários. O falante com receio de ser silenciado fica mais à vontade no blog para defender suas posições baseadas em seu arcabouço teórico e suas vivências permeadas pelas condições social, histórica e cultural como parte de seu discurso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article analyzes the potential of working with curricular contents in schools in an interactive way, and developing collaborative learning and knowledge through the use of blogs in education. The research question is: Could the blog be used as a tool for the production of knowledge in the school space? The use of this online tool in the teaching and learning process is analyzed through the lens of Cultural Studies, from Foucauldian perspective of the prohibitions and the desire for truth in the pedagogical discourses. There are fewer prohibitions in the interactive online environment than on the speaker’s discourse outside these environments, hence the fear of speaking out, and being criticized, is lower. The contact mediated by the blog allows the producer of the discourse to predict some responses, some questions, and verification of validation, or not, of his ideas without real exposure. In the so called “blogosphere” there are tensions between theories and speakers, and it could be a useful tool for the process of online interaction among users. The speaker who is afraid of being silenced is more comfortable in the blog to defend his positions based on his theoretical framework and experiences, permeated by social, historical and cultural conditions as part of his discourse.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mídia na Educação]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[Estudos Culturais]]></kwd>
<kwd lng="pt"><![CDATA[Blog]]></kwd>
<kwd lng="en"><![CDATA[Media in Education]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Learning]]></kwd>
<kwd lng="en"><![CDATA[Cultural Studies]]></kwd>
<kwd lng="en"><![CDATA[Blog]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Blog na produ&ccedil;&atilde;o de conhecimento  escolar.</h2> <h3>Blog in the production of school knowledge.</h3> <h4>    <br>   Teresa Kazuko Teruya, Samilo  Takara    <br> </h4> </font>      ]]></body><back>
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<person-group person-group-type="author">
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</article>
