<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922022000400921</article-id>
<article-id pub-id-type="doi">10.20396/etd.v24i4.8661527</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONECTANDO-SE COM O AMBIENTE: UMA ANÁLISE DE PRÁTICAS EDUCATIVAS COM TECNOLOGIAS PARA A EDUCAÇÃO AMBIENTAL NO ESPAÇO ESCOLAR]]></article-title>
<article-title xml:lang="en"><![CDATA[CONNECTING WITH THE ENVIRONMENT: ANALYSIS OF EDUCATIONAL PRACTICES WITH TECHNOLOGIES FOR ENVIRONMENTAL EDUCATION IN SCHOOL AMBIENCE]]></article-title>
<article-title xml:lang="es"><![CDATA[CONECTANDO CON EL MEDIO AMBIENTE: ANÁLISIS DE PRÁCTICAS EDUCATIVAS CON TECNOLOGÍAS PARA LA EDUCACIÓN AMBIENTAL EN EL ESPACIO ESCOLAR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hamann]]></surname>
<given-names><![CDATA[Bruna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hostin]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomio]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A05"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Mauricio Capobianco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A05"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[Blumenau SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[Blumenau SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A05">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[Blumenau SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>4</numero>
<fpage>921</fpage>
<lpage>940</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922022000400921&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922022000400921&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922022000400921&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Educação Ambiental (EA) é um tema transversal de inserção coletiva e articulada ao currículo escolar. Nesse sentido, ela exige práticas educativas que ampliem a percepção dos estudantes sobre as relações com meio ambiente. O advento das tecnologias digitais pode possibilitar aos professores diferentes formas de desenvolver essa perspectiva. Desta forma, o presente artigo visa analisar as práticas educativas desenvolvidas no contexto escolar, pesquisadas e divulgadas em periódicos científicos brasileiros de Educação Ambiental, considerando as concepções de EA e o uso de tecnologias digitais. Para isso, foi realizado um estudo de revisão em periódicos indexados com Qualis na área de Ensino e Educação a partir da Plataforma Sucupira. Foram selecionadas revistas na área de Educação Ambiental e levantados os artigos que se encaixavam no critério: prática educativa aplicada no ambiente escolar com uso de tecnologias. Os resultados permitiram identificar os focos de pesquisa e tecnologias digitais utilizadas, investigar a sequência didática das práticas, percebendo o papel dos educandos no uso das tecnologias digitais e identificar as concepções de educação ambiental relacionadas com as práticas educativas. Conclui-se que, em boa parte, as práticas analisadas promovem o desenvolvimento de competências para a formação de um cidadão inovador e crítico. Por outro lado, há a necessidade de alinhar concepções teóricas, práticas e recursos tecnológicos de modo a ampliar a discussão crítica acerca das problemáticas socioambientais e estimular a participação e mobilização social, usando de modo mais efetivo os recursos e mediações possibilitadas pelas tecnologias digitais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Environmental Education (EE) is a transversal theme of Brazilian school curriculum. In this sense, it requires educational practices that broaden the students' relations with the environment perception. The advent of technologies can enable teachers to different ways of developing this perspective. Thus, this article aims to analyze the educational practices developed in the school context, researched and disseminated in Brazilian scientific journals of Environmental Education, considering the concepts of EE and the use of digital technologies. For this, a review study was carried out in Qualis journals indexed in the area of Teaching and Education using the Sucupira Platform. Environmental Education Journals were selected and articles that fit following standard: educational practice mediated by digital technologies applied in a school context. The results revealed the research focuses and digital technologies used, didactic sequence of practices, students&#8217; role in the use of technologies and environmental education concepts related to educational practices. It is concluded that, in good part, the practices analyzed promote competences development for innovative and critical citizen education. On the other hand, it is important to align theoretical conceptions, practices and technological resources in order to broaden the critical discussion about socio-environmental issues and to stimulate social participation and mobilization, using more effectively the resources and mediations made possible by digital technologies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La Educación Ambiental (EA) es un tema transversal de inserción colectiva y articulado al currículo escolar brasileño. En este sentido, requiere prácticas educativas que amplíen la percepción de los estudiantes sobre las relaciones con el entorno. El advenimiento de las tecnologías puede habilitar a los profesores para diferentes formas de desarrollar esta perspectiva. Así, este artículo tiene como objetivo analizar las prácticas educativas desarrolladas en el contexto escolar, investigadas y difundidas en revistas científicas brasileñas de Educación Ambiental, considerando los conceptos de EA y el uso de tecnologias digitales. Para esto, se realizó un estudio de revisión en revistas indexadas con Qualis en el área de Docencia y Educación utilizando la Plataforma Sucupira. Se seleccionaron revistas del área de Educación Ambiental y se encontró artículos que ajustados al siguiente criterio: práctica educativa aplicada en el ámbito escolar utilizando tecnologias digitales. Los resultados han permitido identificar los enfoques de investigación y las tecnologias digitales utilizadas, las secuencias didácticas de las prácticas, el papel de los estudiantes en el uso de las tecnologías e los conceptos de educación ambiental relacionados con las prácticas educativas. Se concluye que, en buena parte, las prácticas analizadas promueven el desarrollo de competencias para la formación de un ciudadano innovador y crítico. Por otro lado, es necesario alinear concepciones teóricas, prácticas y recursos tecnológicos para ampliar la discusión crítica sobre temas socioambientales y estimular la participación y movilización social, utilizando de manera más efectiva los recursos y mediaciones que las tecnologías digitales hacen posibles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Práticas educativas]]></kwd>
<kwd lng="pt"><![CDATA[Contexto escolar]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais na educação]]></kwd>
<kwd lng="en"><![CDATA[Environmental education]]></kwd>
<kwd lng="en"><![CDATA[Educational practices]]></kwd>
<kwd lng="en"><![CDATA[School contexto]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies in education]]></kwd>
<kwd lng="es"><![CDATA[Educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[Prácticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Contexto escolar]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales en la educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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