<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012020000100122</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v42i1.52897</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cartografando multiterritorialidades docentes e discentes na cibercultura]]></article-title>
<article-title xml:lang="en"><![CDATA[Mapping multiterritorialities of teachers and students in cyberculture]]></article-title>
<article-title xml:lang="es"><![CDATA[Cartografiando multiterritorialidades docentes y discentes en la cibercultura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Karla Nascimento de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Maria Celeste Reis Fernandes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes Netto]]></surname>
<given-names><![CDATA[Cristiane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Vale do Rio Doce  ]]></institution>
<addr-line><![CDATA[Governador Valadares Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012020000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012020000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012020000100122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O artigo tem como objetivo analisar as multiterritorialidades e os processos de conhecer de docentes e discentes do 9º ano do Ensino Fundamental, ao acessarem o território virtual. Os participantes do estudo pertencem a uma escola pública de uma cidade de médio porte de Minas Gerais, que funciona em tempo integral, e a fonte dos dados produzidos foi a entrevista narrativa. O aporte teórico são as contribuições de Rogério Haesbaert sobre território, de Gilles Deleuze e Félix Guattari sobre rizoma, em diálogo com autores(as) que se debruçam sobre as Tecnologias de Informação e Comunicação e suas relações com a educação. A análise mobiliza a cartografia como um dos princípios do rizoma e mapeia as apropriações do território virtual feitas por docentes e discentes, ao acessarem uma rede de interações rizomáticas na cibercultura. Os resultados indicam, na constituição das multiterritorialidades docentes e discentes, diferentes graus de vulnerabilidade informacional e diferentes processos de conhecer. Esses processos dizem respeito: aos conhecimentos sobre a tecnologia, à exploração de possibilidades de comunicação, à interação na produção e ao compartilhamento de conteúdos. As conclusões do estudo apontam para a importância do debate no campo da educação sobre os movimentos de ubiquidade que demarcam os processos de conhecer de docentes e discentes, para além das aprendizagens escolares, na proposição de reflexões sobre o acesso ao território virtual, marcado por um movimento identitário dos sujeitos, cujas experiências são tecidas em diferentes condições socioeconômicas e culturais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This paper aims to analyze the multiterritoriality and the knowledge building processes of teachers and students, when accessing the virtual territory. The study participants belong to a full-time public school in a medium-sized city in Minas Gerais State, Brazil. The source of the data produced was a narrative interview. The theoretical foundations are the contributions of Rogério Haesbaert about territory, Gilles Deleuze and Félix Guattari about rhizome, in dialogue with authors who focus on Information and Communication Technologies and their relations with education. The analysis mobilizes the cartography, as one of the principles of the rhizome, and maps the appropriations of the virtual territory of teachers and students, when accessing a network of rhizomatic interactions in cyberculture. The results indicate in the constitution of the multiterritoriality of teachers and students, there are different degrees of informational vulnerability, and different knowledge processes. These processes concern about knowledge in technology, the ability of communication and interaction possibilities due the content production and sharing. The study's conclusions point to the importance of the debate in the education field about the ubiquity movements that demarcate teachers and students knowledge building processes, beyond school learning, in proposing reflexions about the access to the virtual territory marked by subjects identity movement, whose experiences are built in different socioeconomic and cultural conditions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El artículo tiene como objetivo analizar las multiterritorialidades y los procesos de conocer de docentes y discentes, del 9º año de la Enseñanza Fundamental al acceder el territorio virtual. Los participantes del estudio pertenecen a una escuela pública de una ciudad de medio porte de Minas Gerais, que funciona en tiempo integral, y la fuente de los datos producidos fue una entrevista narrativa. El aporte teórico son las contribuciones de Rogério Haesbaert sobre territorio, de Gilles Deleuze y Félix Guattari, sobre rizoma, en diálogo con autores/as especialistas en Tecnologías de la Información y Comunicación y sus relaciones con la educación. El análisis moviliza la cartografía, como un de los principios del rizoma, y mapea las apropiaciones del territorio virtual de docentes y discentes, al acceder una red de interacciones rizomática en la cibercultura. Los resultados indican en la constitución de las multiterritorialidades docentes y discentes, diferentes grados de vulnerabilidad informacional, y diferentes procesos de conocer. Esos procesos dicen respecto a conocimientos sobre la tecnología, la exploración de posibilidades de comunicación e interacción en la producción y del compartir contenidos. Las conclusiones del estudio apuntan para la importancia del debate en el campo de la educación sobre los movimientos de ubiquidad que demarcan los procesos de conocer de docentes y discentes, para más allá de las enseñanzas escolares, en la proposición de reflexiones sobre el acceso al territorio virtual marcado por un movimiento de identidad de los sujetos, cuyas experiencias son tejidas en diferentes condiciones socioeconómicas y culturales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[acesso à tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[desigualdade econômica]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[technology access]]></kwd>
<kwd lng="en"><![CDATA[economic inequality]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[acceso a la información]]></kwd>
<kwd lng="es"><![CDATA[desigualdad económica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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