<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000300205</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.46088</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclus&#227;o excludente e utopia digital: a forma&#231;&#227;o docente no Programa Um Computador por Aluno]]></article-title>
<article-title xml:lang="en"><![CDATA[Excluding inclusion and digital utopia: teacher formation in the Program A Computer for each Student]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Echalar]]></surname>
<given-names><![CDATA[Adda Daniela Lima Figueiredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[Joana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás Programa de Pós-Graduação em Educação em Ciências e Matemática Campus Samambaia]]></institution>
<addr-line><![CDATA[Goiânia Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Goiás Programa de Pós-Graduação Profissional em Educação para Ciências e Matemática Pontifícia Universidade Católica de Goiás. Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Goiânia Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>61</numero>
<fpage>205</fpage>
<lpage>222</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000300205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000300205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000300205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo discute as quest&#245;es que emergiram em uma pesquisa sobre a forma&#231;&#227;o de professores para a inclus&#227;o digital via ambiente escolar no contexto do Programa Um Computador por Aluno no estado de Goi&#225;s. Estas quest&#245;es s&#227;o abordadas atrav&#233;s da converg&#234;ncia de dois eixos tem&#225;ticos: 1) a forma&#231;&#227;o de professores e a 2) inclus&#227;o digital via ambiente escolar, com base em princ&#237;pios do materialismo hist&#243;rico-dial&#233;tico. A contradi&#231;&#227;o e a aliena&#231;&#227;o s&#227;o utilizadas para colocar em quest&#227;o o conceito de inclus&#227;o digital e para demonstrar que o modelo formativo docente teve como pressupostos b&#225;sicos a fragmenta&#231;&#227;o e a hierarquiza&#231;&#227;o, baseando-se em uma racionalidade instrumental. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses the issues that emerged from a research on teacher formation for digital inclusion via school environment in the context of the Program A Computer for each Student in Goi&#225;s, Brazil. These issues are addressed through the convergence of two themes: 1) teacher formation; 2) digital inclusion via school environment, based on principles of historical and dialectical materialism. The principles of contradiction and alienation are adopted to bring into question the concept of digital inclusion and to demonstrate that the teacher formation model had as its basic assumptions fragmentation and hierarchization, based on an instrumental rationality.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[materialismo histórico-dialético]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[inclusão digital via ambiente escolar]]></kwd>
<kwd lng="pt"><![CDATA[laptops educacionais]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia e educação.]]></kwd>
<kwd lng="en"><![CDATA[historical and dialectical materialism]]></kwd>
<kwd lng="en"><![CDATA[teacher formation]]></kwd>
<kwd lng="en"><![CDATA[digital inclusion via school environment]]></kwd>
<kwd lng="en"><![CDATA[educational laptops]]></kwd>
<kwd lng="en"><![CDATA[technology and education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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