<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762022000200809</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2022v20i2p809-825</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uso de análise textual discursiva para identificar práticas educacionais mediadas pelas tecnologias]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of discursive textual analysis to identify educational practices mediated by technologies]]></article-title>
<article-title xml:lang="es"><![CDATA[Uso de análisis textual discursivo para identificar prácticas educativas mediadas por tecnologías]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Hyan da Silva Cardoso dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[REIS]]></surname>
<given-names><![CDATA[Leide Costa Pereira dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DE PAULA]]></surname>
<given-names><![CDATA[Marlúbia Corrêa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Flaviana dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Educação do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>809</fpage>
<lpage>825</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762022000200809&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762022000200809&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762022000200809&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo pesquisa teses e dissertações e analisa, textual e discursivamente, as concepções teórico-metodológicas orientadoras do uso de TDIC na educação básica, especificamente em matemática e ciências, a partir da publicação da BNCC. O estudo é um recorte de revisão empírico-bibliográfica, fundamentado na metodologia de Análise Textual Discursiva. Na busca, encontraram-se 29 publicações (1 tese, 28 dissertações), e, após a adoção dos critérios de exclusão, 11 trabalhos (1 tese, 10 dissertações) atenderam aos requisitos para apreciação. Os resultados identificaram o uso de TDIC e competências fundamentais para sua integração, pois as metodologias ativas e seus vínculos com TDIC têm transformado o ensino e a aprendizagem dos estudantes. Constataram-se diferentes ferramentas, aparatos tecnológicos e metodologias como formas de promoção de ensino de qualidade pautado pela BNCC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article examines theses and dissertations, and textually and discursively analyzes the theoretical and methodological conceptions that have guided the use of TDIC in basic education, specifically in Mathematics and Science, since BNCC was approved. The study is an empirical-bibliographical review, based on the methodology of Textual Discursive Analysis. In the search, 29 publications were found (1 dissertation, 28 theses), and, after the adoption of exclusion criteria, 11 papers (1 dissertation, 10 theses) met the requirements for appreciation. The results identified the use of TDIC and fundamental skills for its integration, since the active methodologies and their links with TDIC have transformed both teaching and student learning. Different tools, technological devices and methodologies were found to be means of promoting quality teaching based on BNCC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo investiga tesis y disertaciones y analiza, textualmente y discursivamente, conceptos teóricos y metodológicos que orientan el uso de TDIC en la educación básica, específicamente matemáticas y ciencias, a partir de la publicación del BNCC. El estudio es un recorte de revisión empírico-bibliográfica, basado en la metodología de Análisis Textual Discursivo. En la búsqueda se encontraron 29 publicaciones (1 tesis, 28 disertaciones) y, luego de adoptar los criterios de exclusión, 11 trabajos (1 tesis, 10 disertaciones) cumplieron los requisitos de apreciación. Los resultados identificaron uso de TDIC y habilidades fundamentales para su integración, ya que las metodologías activas y sus vínculos con TDIC han transformado la enseñanza y aprendizaje de los estudiantes. Se constataron diferentes herramientas, dispositivos tecnológicos y metodologías como formas de promover una enseñanza de calidad basada en BNCC.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[TDIC]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[práticas pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[TDIC]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practices]]></kwd>
<kwd lng="es"><![CDATA[TDIC]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[prácticas pedagógicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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