<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092019000200622</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.14n2.012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação e o &#8220;fenômeno digital&#8221; na sociedade contemporânea]]></article-title>
<article-title xml:lang="en"><![CDATA[Education and the &#8220;digital phenomenon&#8221; in contemporary society]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación y el &#8220;fenómeno digital&#8221; en la sociedad contemporánea]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petry]]></surname>
<given-names><![CDATA[Cleriston]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casagrande]]></surname>
<given-names><![CDATA[Ana Lara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>622</fpage>
<lpage>637</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092019000200622&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092019000200622&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092019000200622&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo investigou a relação entre o fenômeno digital e a educação, para argumentar acerca dos limites, dos desafios e das possibilidades da segunda frente ao avanço e às injunções do primeiro. O problema central corresponde às (im)possibilidades de educar, ao modus faciendi pedagógico, diante de tal fenômeno. Assim, trata-se de refletir, investigar e argumentar sobre as consequências do fenômeno digital para a educação e o ensino, amparando-se em uma bibliografia específica a esse respeito, extraindo reflexões e consequências dele para outro fenômeno, o educativo. Portanto, é imperioso considerar que as novas tecnologias digitais, a internet, por exemplo, são meios e não fins da educação e que não há uma &#8220;sociedade do conhecimento e/ou da informação&#8221;. Como meios, servem aos fins educacionais e não o contrário, a educação convertendo-se em adaptação às necessidades da indústria da informação, da tecnologia e ao mercado de trabalho. Ademais, o fenômeno digital compromete o desenvolvimento das capacidades cognitivas, como a memória, a imaginação e, também, a faculdade do pensar, que exige tempo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper investigated the relationship between the digital phenomenon and education, in order to argue about the limits, challenges and possibilities of the latter in front of the advance and the injunctions of the former. The central problem relates to the (im)possibilities of educating, to the pedagogical modus faciendi, in the face of such phenomenon. Thus, it is about reflecting, investigating and arguing about the consequences of the digital phenomenon for education and teaching, based on a specific bibliography in this respect, extracting reflections and consequences of it for another phenomenon, the educational. Therefore, it is imperative to consider that new digital technologies, the internet, for example, are means and not end points of education and that there is no &#8220;knowledge and/or information society&#8221;. As a means, they serve the educational purposes and not the setback, education adapting to the needs of the information industry, technology and the labor market. In addition, the digital phenomenon compromises the development of cognitive abilities, such as memory, imagination and, also, the faculty of thinking, which requires time.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se investigó la relación entre el fenómeno digital y la educación, para argumentar acerca de los límites, desafíos y posibilidades de la segunda frente al avance y a las órdenes del primero. El problema central corresponde a las (im) posibilidades de educar, al modus faciendi pedagógico, delante de tal fenómeno. Así, se trata de reflexionar, investigar y argumentar sobre las consecuencias del fenómeno digital en la educación y la enseñanza, basándose en una bibliografía específica al respecto, extrayendo reflexiones y consecuencias de este para otro fenómeno, el educativo. Por lo tanto, es imperativo considerar que las nuevas tecnologías digitales, la internet, por ejemplo, son medios y no fines de la educación y que no hay una "sociedad del conocimiento y / o de la información". Como medios, sirven a los fines educativos y no al contrario, convirtiendo la educación en adaptación a las necesidades de la industria de la información, de la tecnología y del mercado de trabajo. Además, el fenómeno digital compromete el desarrollo de las capacidades cognitivas, como la memoria, la imaginación y también la facultad del pensar, que exige tiempo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Fenômeno digital]]></kwd>
<kwd lng="pt"><![CDATA[Primazia da imagem]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Digital phenomenon]]></kwd>
<kwd lng="en"><![CDATA[Foreground image]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Fenómeno digital]]></kwd>
<kwd lng="es"><![CDATA[Primacía de la imagen]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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